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EDUCATION CONTINUITY DURING COVID-19Responses observed and recommendations

15th April 2020

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© Oliver Wyman

INTRODUCTION AND CONTEXT

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COVID-19 IS SPREADING RAPIDLY AND PROFOUNDLY IMPACTING SOCIETIES –GOVERNMENTS NEED TO ENSURE RESILIENCE WITHIN THEIR EDUCATION SYSTEMS

The novel coronavirus has infected over 2 million1 people globally and is taking a severe toll on individuals, families, and all aspects of life, including education

This document serves two objectives

1) It provides an overview of country responses to ensure education continuity following the spread of Covid-19

2) It outlines a set of recommendations, targeted at education policy makers and delivery institutions, to build resilience into their education systems and ensure continuity during times of public crisis

• Covid-19 is the name for the illness caused by the novel coronavirus that originated in Wuhan, China in December 2019

• Its symptoms are considered similar to other respiratory infections such as influenzas; however, early data suggests that Covid-19 may be 2–3 times as contagious as the flu with a much higher case fatality rate

• As a result, governments globally are taking measures to enforce social distancing and large parts of economic activity and public civil life have been halted

Context and purpose What is COVID-19?

1. As of April 15th 2020 Source: Johns Hopkins University

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ALMOST EVERY COUNTRY HAS ENACTED LOCAL OR COUNTRY-WIDE SCHOOL CLOSURES, FOLLOWING EXPONENTIAL GROWTH IN COVID-19 CASES

Countries with closures in place Timeline of responseNumber of students affected

80k

Information as of 15/04/20

As of April 15th, 2020

• 1.58BN affected learners

• 91% of total enrolled learners affected

• 188 country-wide closures

LocalizedCountry-wide Schools open

• Closure of schools, either locally or nationally, saw an exponential rise from mid-March

• In tandem with social distancing measures introduced by governments

0

1BN

2BN

Source: Covid-19 Impact on Education Map by UNESCO (link)

https://en.unesco.org/covid19/educationresponse

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RESULTING IN UNPRECEDENTED IMPACT ON EDUCATION SYSTEMS, SOME OF WHICH HAVE BEEN UNPREPARED FOR MAGNITUDE OF CRISIS

Covid-19 impact across education ecosystem

• Governments have enacted reactionary and varied responses to Covid-19 across multiple dimensions

– Policy – mass closures of academic institutions

– Structural – activating distance learning solutions and supporting infrastructure, like delaying or cancelling exams

– Social – solutions addressing the needs of students, educators, parents, and education leaders, such as providing childcare support and ensuring access to nutritious meals

– Financial – ensuring availability and accessibility of distance learning solutions

• Governments are continually adapted their responses to address the rapidly evolving nature of the outbreak

– Supported by International Organisations (IOs) are also mobilizing resources in support of these efforts

Measured impact of Covid-19 across education ecosystem

1.58 BN+ 91%Student population experiencing education disruption

World’s student population affected

1/3 70%Countries with little to no access to the internet

Countries with zero to limited distance learning capabilities

63 MN 188Educators impacted Country-wide

school closures

Source: UNESCO Covid-19 Educational Disruption and Response as of 6/04/2020; World Bank Group

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Category Challenges

Response coordination

• Non-existent governance structures to tackle and coordinate education responses to the pandemic

• Coordinating internal stakeholders (states, schools, teachers, parents, students) and external stakeholders (public health authorities)

Infrastructure

• Insufficient infrastructure (e.g. lack of stable and reliable broadband connectivity)

• Missing online learning solutions across schools

• Lacking technical support for execution of digital communication and distance learning solutions

Quality of teaching• Reinforcement of bad teaching and learning approaches (passive consumption of videos)

• Educators not trained for teaching online and unfamiliar with available resources

Equitable access

• Exclusion of underprivileged students without access to devices and connectivity widening existing equity gaps

• Lack of alternative learning solutions failing to mitigate this gap

Social impact

• Home learning environment creating psychological stress for both parents and students which negatively impacts learning performance and outcomes

• Lack of replacement for social services provided by schools including physical and mental health wellbeing

Financial pressure • Compounded financial impacts for poorer families due to parents being unable to work

• Budgetary pressures due to investments in distance learning solutions

COUNTRIES HAVE FACED MULTIPLE CHALLENGES IN ADDRESSING THE DISRUPTIONS CAUSED BY COVID-19

General challenges faced by countries FinancialSocialStructuralPolicy

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RESPONSES BY COUNTRIES HAVE BEEN WITH THE AIM OF MAINTAINING CONTINUITY AND MINIMIZING DISRUPTION

Individual responses vary across countries but generally fall within the below categories (selected examples)

Country Policy Structural Social Financial

UAE ✓ ✓ ✓ x

Qatar ✓ ✓ ✓ x

Saudi Arabia ✓ ✓ ✓ x

Kuwait ✓ x x ✓

Bahrain ✓ ✓ ✓ ✓

Oman ✓ ✓ x x

USA ✓ x ✓ x

France ✓ ✓ ✓ ✓

China ✓ ✓ ✓ x

UK ✓ ✓ ✓ x

Italy ✓ ✓ ✓ ✓

South Korea ✓ ✓ ✓ x

Japan ✓ ✓ ✓ x

Example responses per categoryDetailed examples in Appendix

Policy

• Closure of academic institutions

• Introduction of distance learning guidelines

• Remote assessment guidelines

Structural

• Mobilization of distance learning measures

• Awareness campaigns across media

• Postponement/cancellation of exams

Social

• Psychological support for parents

• Platforms to connect parents

• Online pedagogical support

• Ensuring access to nutritious meals

Financial

• Waiving tuition fees

• Ensuring payments of employee salaries, both academic staff

• Financial aid to students abroad

See appendix for more details

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THESE MEASURES ALLOW FOR CONTINUITY IN THE SHORT-TERM, HOWEVER LACK OF CLARITY ON POST-COVID19 RECOVERY PUTS FUTURE RESILIENCE AT RISK

Assessment of government against building future resilience1

Responses observed from countries indicate that short-term goals are met however they are not sufficient for building resilience against future crisis

Standardisation

Standardized processes, procedures, and protocols to deliver central policies, including distance learning

Transparency

Transparency between academic institutions to enable successful student transition / promotion

Flexibility

Flexibility within education systems to shorten the academic year, curriculums and remote assessment

Holistic planning

Holistic planning across relevant ministries with flexible regulatory framework

Post-crisis planning

Clear post-crisis planning including recovery of lost-learning time and psychological impact on students

Low

Re-tooling of curriculum and syllabus

Equity of access, particularly for disadvantaged groups including omni-channel access

Digital upskilling of teachers and parents

Robustness of infrastructure

Provision of social solutions to maintain mental and physical well being of students

Readiness of distance learning

Readiness of distance learning solution and migration

1

2

3

4

5

Requirements for resilience and instances observed amongst benchmark countries

Dep

end

ent

on

…

1. Qualitative assessment of country responses observed, based on data collected from International Organisations including UNESCO, OECD, World Bank Group, and country specific ministry websites

High

Detailed further in section 2

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RESILIENCE NEEDS TO BE ADDRESSED DUE TO THE POTENTIAL LONG-TERM ECONOMIC EFFECTS

Cost of absenteeism resulting from school closures1

• Our estimate is that up to ~0.4% of GDP will be lostfor every four weeks of school closure

• GDP impact has been approximated as a result of lost productivity due to parents staying at home to care for a child

• OECD data used to estimate the number of working parents affected by school closures and used wages as a proxy measure for employee output

• Our estimation of the cost of absenteeism, resulting from school closure, ranges from 0.1% to 0.4% of GDP, depending on a multiple of factors including how many parents are affected, which is influenced by variables such as:

– Availability of informal childcare

– Possibility of working from home

– Elasticity of output

– Age of children needing care

1. Scenarios assume that work places are open as usual and excludes long-term impact of sub-optimal learning outcomes as a result of distance learning Sources: OECD, Oliver Wyman Analysis

Lower-bound 0.1%Upper-bound 0.4%

We estimate that between 0.1% and 0.4% of GDP will be lost for every four weeks of school closure

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PREVIOUS CRISES HIGHLIGHT ADDITIONAL SOCIAL COSTS THROUGH THE IMPACT ON EDUCATION

Ebola outbreakin West Africa (2014-2016)

28,000 cases reported

SARS outbreakin East Asia (2003)

8,000 cases reported

Impact on education

School closures lasting 5 9 months and resulting in:

• 5MN children affected

• Learning disruptions

• Limited access to essential services for families

School closures lasting 2–7 weeks

• 1.7MN children affected in Beijing

• 1MN children affected in Hong Kong

Measures introduced

• Radio programming implemented

• Extensive cleaning and hygiene practices within schools Shortened academic years and curricula

• Re-enrolment encouraged by waiving school fees

• Psychological support for the most vulnerable

• Use of ICT in schools to ensure formal education continued, but no guidance from the government

• China Educational TV produced ‘Classroom on the Air’ Providing large-scale, short-term substitute to education

Long-term implications

• Increased rates of sexual abuse, exploitation of children, and teenage pregnancies

• Lack of re-enrolment in schools for some children, particularly those from vulnerable communities

• Reformed education sector through recovery

• Reluctance to travel abroad for education due to public health concerns, e.g. 4.6% drop in Chinese enrolments in US in 2003

• Growth of online education, with greater adoption and use of online resources and ICT in education

Robust and rapid measures should be implemented to ensure rapid and successful recovery

Example

80k

Sources: World Bank (2016), Sussex University (2017), World Vision (2015), GPE (2014), Concord Monitor (2020), ICEF Monitor (2020), Fox (2013), VOA news (2009), AP News (2003), Business Insider (2020), Inside Higher Ed (2020), World Bank (2014), Times Higher Ed (2020)

APPROACH

2

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THERE ARE THREE KEY STAKEHOLDER GROUPS TO CONSIDER WHEN ENSURINGEDUCATION CONTINUITY AND RESILIENCE

Stakeholders Why are they critical

• Responsible for coordinated and holistic response to ensure education continuity and building resilience against future public crisis

• Necessary mitigation measures need to be balanced against national education requirements, both priorities rest with this stakeholder

• Impact of policies introduced by Education Leadership only realized if implemented effectively by Education Providers and Suppliers

• Education Providers a gauge for central policy, the interface with beneficiaries, and maintaining standards to aid faster recovery

• Suppliers relied upon for availability of robust platforms, infrastructure, and ensuring adequate accessibility for all stakeholders impacted

• Majority of policy decisions and their implementation designed to address Beneficiary needs

• Inclusive of financial, and social requirements to mitigate impacts of social distancing measures

• There is a critical need to solve for progression of students and teachers during and post-Covid19

SuppliersEducation providers

Public and private education institutions(K-12)

Education continuity platforms and solution providers e.g. Distance learning, infrastructure providers

Education leadership

Beneficiaries

1

2a 2b

3

Students Teachers Parents

Governments / Ministries of Education

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EACH IS IMPACTED ACROSS CRITICAL DIMENSIONS AND WITH A DIFFERING SET OF NEEDS

Stakeholders Impact

• Reactive / unplannedpolicy response

• Decreased output of workforce

• Disruption to national curricula and assessment

• Revenue losses for private education institutions

• Critical revenue and wage losses for suppliers and workforce

• Lack of standardization / guidelines on implementing distance learning

• Syllabus and curriculum disruption

• Reduced capacity to deliver quality education

• Challenges to ensuring robustness of distance learning platforms

• Wage losses of parents having to care of students

• Wage losses of teachers unable to teach through distance learning

• Inequitable access to quality distance learning solutions

• Disruption to learning increasing possibility of a ‘lost-year’

• Increased stress on parents to support students

• Increased pressure on teachers to maintain quality standards

• Detrimental impact to student health and nutrition

• Reactive provision of solutions to address social needs of beneficiaries

• Restricted ability to provision for and helpvulnerable and disadvantaged groups


Governments / Ministries of Education


Beneficiaries

1

2a 2b

3

Policy and Financial Structural Social



Beneficiaries

1

2a 2b

3

Public and private education institutions(K-12)

Education continuity platforms and solution providers

Students Teachers Parents

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Education leadership recommendations



Beneficiaries

1

2a 2b

3

Policy and Financialrecommendations

Structuralrecommendations

Socialrecommendations

1 Policy flexibility

Enable policy, regulatory, and budgetary flexibility to enact emergency measures in times of crisis

2 Organization

Establish a central steering committee that coordinates education responses

3 Communications plan

Create a communications strategy/plan to support execution of education response

4 Promotion adaptation

Define and adjust promotion and graduation processes and requirements as necessary

5 Infrastructure availability

Build/ensure necessaryinfrastructure to mobilize distance learning solutions

6 Remote assessment

Develop remote assessment tools to minimize disruption to calendar and student progress

7 Syllabus flexibility

Develop/adjust syllabus and re-prioritize learning goals for distance learning period

8 Calendar flexibility

Identify possible adjustments to vacation schedules to maximize learning time

9 Equitable access

Ensure equitable access to content, particularly for vulnerable and disadvantaged groups

10 Extracurricular support

Continue to provide extracurricular support to students (e.g. meals, mental health)

11 Transparent communication

Provide a communication platform for stakeholders (students, teachers, parents)

12 Teaching standards

Provide teachers with skills and compe-tencies needed for distance teaching

13 Pedagogical support

Offer psychological/pedagogical support to parents

EDUCATION LEADERSHIPGovernment and ministries must implement a holistic strategy to mitigate impact and adapt to new reality

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Considerations for education providers

Maintaining financial balance Providing digital solutions Ensuring quality

Increase in expenditures due to novel digital solutions must be balanced by reductions in cost:

• Negotiate salary and employment benefit solutions with teachers for the time of school closures

• Reduce/freeze purchased services such as food, transportation and janitorial services

Education providers need to find workable solutions in order to provide educational content to students using distance teaching and learning technologies

• Leverage existing digital learning content and platforms from private providers

• Cooperate with other education providers to share experiences on what works

Find ways to ensure quality and standardize distance teaching and learning approach

• Rapid upskilling of teachers to adapt to eLearning

• Create quick feedback loops bet-ween teachers, students and administrators

• Provide teachers with flexibility to adjust teaching approach based on input received



Beneficiaries

1

2a 2b

3

EDUCATION PROVIDERSDelivery of solutions must be balanced against budgets whilst maintaining high standards of quality

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InfrastructureRobust infrastructure able to support digital migration of offline learning

Re-tooling and adapting to distance learning Adapting content / curriculum and assessment to new reality

StandardizationEnsuring local and national guidelines are set and followed to maintain quality

Digital upskillingProviding educators with necessary digital skills to teach and assess remotely

Distance learning requirements Opportunities for suppliers

• Suppliers with existing platforms have been able to rapidly mobilize digital solutions and facilitate education continuity

• Need is increasing with certain countries lagging in the provision of quality distance learning solutions

• Requirements are extensive and effectiveness of solutions, as of yet, are untested

• Beyond distance learning the next set of challenges which education leaders will look to suppliers for include

– Remote assessment

– Social, emotional, and behavioural support

– Rapid recovery post-Covid19

• Current crisis provides for an opportunity for suppliers to form new partnerships, disrupta deep-rooted system…

• …and help build resilience against future public crisis



Beneficiaries

1

2a 2b

3

SUPPLIERSSuppliers must be ready to enable education systems to continue, and can capture the new opportunities post crisis

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Beneficiary considerations

Non-exhaustive



Beneficiaries

1

2a 2b

3

Ensuring visibility on beneficiary needs will increase effectivenessof policies and investments implemented during and post-Covid19

• Students should be digitally prepared

• Activities and programs need to keep students engaged and learning

• Mental health awareness should be prioritised

STUDENTS• Teachers should be

given the digital skillsto teach remotely

• Solutions should nothinder progression of careers

• Able to continue support of vulnerable students

TEACHERS• Parents should be

kept involved in the education process

• Ability to work should not be hindered

• Transparency of communication is fundamental

PARENTS

BENEFICIARIESAny stakeholder decisions need to primarily keep a view of the beneficiary needs

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CURRENT CRISIS IS AN OPPORTUNITY FOR ALL STAKEHOLDERS TO ADDRESS DEEP-ROOTED CHALLENGES AND EMBRACE INNOVATIVE SOLUTIONS

Opportunity for change Measures taken by countries can be built upon to enable a student-centric ecosystem and substantially change learning

Redefining roles and responsibilities of educators to curators of content for their students

Providing students control over where, when, and how they learn through blended learning

Development of social-emotional skills through

peer-collaboration amongst students

Collaboration between education institutions to share resources and best

practise

Curriculum flexibility, providing students with choice beyond conventional lessons

Ensuring equitable accessibility and

affordability to quality education

APPENDIX OF COUNTRY RESPONSES

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COUNTRIES HAVE RESPONDED TO COVID-19 WITH VARIED STRATEGIES INCLUDING POLICY, STRUCTURAL, SOCIAL AND FINANCIAL MEASURES

Individual responses vary across countries but generally fall within the below categories

Country Policy Structural Social Financial

UAE ✓ ✓ ✓ x

Qatar ✓ ✓ ✓ x

Saudi Arabia ✓ ✓ ✓ x

Kuwait ✓ x x ✓

Bahrain ✓ ✓ ✓ ✓

Oman ✓ ✓ x x

USA ✓ x ✓ x

France ✓ ✓ ✓ ✓

China ✓ ✓ ✓ x

UK ✓ ✓ ✓ x

Italy ✓ ✓ ✓ ✓

South Korea ✓ ✓ ✓ x

Japan ✓ ✓ ✓ x

Example responses per category

Policy

• Closure of academic institutions

• Introduction of distance learning guidelines

• Remote assessment guidelines

Structural

• Mobilization of distance learning measures

• Awareness campaigns across media

• Postponement/cancellation of exams

Social

• Psychological support for parents

• Platforms to connect parents

• Online pedagogical support

• Ensuring access to nutritious meals

Financial

• Waiving tuition fees

• Ensuring payments of employee salaries, both academic staff and parents

• Financial aid to students abroad

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Overview of responses

BAHRAIN HAS INTRODUCED ONLINE PROGRAMS AND PARTNERSHIPS TO ENSURE DISTANCE LEARNING DURING THE COVID-19 CRISIS

Category Response Impact

Policy

• Country-wide closure of academic institution • 290k learners affected

• E-learning guidelines set for higher education institutions

• Uniform guidance across institutions

• Shortening of curriculum ensuring coverage of the most important required competencies

• Relieving pressure on students and teachers

Structural

• Establishment of a dedicated electronic education portal by the MoE and the Bahrain Information and eGovernment Authority

• As of Mar-29, ~ 146k students and more than 18k teachers had used the portal

• Allocation of 14 YouTube educational channels for all classes, technical and vocational education

• Ensuring equitable accessibility for majority of students

• Online platform that allows teachers to reach out to students via Microsoft Teams and Office 365

• Partnership with Microsoft will benefit 45,000 intermediate and secondary students

Social • Commitment to ensure remote learning for special

needs students via WhatsApp, and ClassDojo• Ensuring a “no-student” left

behind policy

Financial • Submission of parliamentary proposal to reduce fees

at public and private schools (Apr-2)• If passed, this law would decrease

private school fees by 65%

Non-exhaustive

14 YouTube Education Channels launched

290KTotal learners

affected

Online platform and partnership

with Microsoft

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KUWAIT HAS MADE CHANGES TO THE CURRICULUM AND ACADEMIC CALENDAR AND MINIMIZE OVERALL DISRUPTION


Policy

• Country-wide closure of academic institutions • Affected learners: 749,324

• New school year would begin in Dec-2020. Studies for Grades 1-12, colleges and universities would resume after August.

• 38,000 Grade 12 students would resume their studies on Aug-4

• MoE to submit its education vision to parliament from Mar-31, which would entail making online education an optional choice for students

• Potential impact of transitioning part of the education system to remote following crisis

Structural • Grade 12 students would have until Sep (5-6 weeks)

to complete a modified curriculum• Relieving pressure on students

and teachers

Financial

• Exit permits to be issued to expatriate teachers and their families to return to their home countries until resumption of studies

• Around 800,000 expat teachers and their families will be allowed to leave, thus reducing pressure on country’s health system

• MoE distributed circulars warning all private schools to pay salaries to staff or face legal action

• Ensuring workforce availability once crisis ends to allow for rapid recovery

Non-exhaustiveOverview of responses

New dates for schoolyear

750KTotal learners

affected

Exit permits for expat teachers

to return home

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OMAN HAS INTRODUCED DIGITAL SOLUTIONS TO AID DISTANCE LEARNING THROUGH TELEVISED LESSONS


Policy • Country-wide closure of academic institutions • Affected learners: 900,153

Structural

• Broadcast of televised lessons on the Sultanate of Oman Channel for Grade 12 students

• Minimising disruption to curriculum and enabling rapid recovery following end of crisis

• MoE partners with Omantel to introduce the G Suite for Education to all schools in the Sultanate

• G Suite for Education will eventually be provided to over 450,000 students (Grades 5–12)


Use of G Suite

for Education

900KTotal learners

affected

Televised lessons for students

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QATAR HAS IMPLEMENTED DISTANCE LEARNING SYSTEMS, AND IS UTILISING YOUTUBE AND TV CHANNELS IN RESPONSE TO THE COVID-19 CRISIS


Policy • Country-wide closure of academic institution • Affected learners: 343,524

• MoE regulations for distance learning in govt. schools • Decreasing rate of infections

Structural

• Launch of distance learning system "Q-learning" using Microsoft Teams (Grades 1 to 3) and LMS (Grades 4 to 12)

• Mar-31: 839k messages and 11.6k calls between teachers/students. 99.4% of public school students used Microsoft Teams

• Special exam arrangements for Grade 12 public school students. Grades 1-11 exams cancelled and evaluation based on online assessments/assignments

• 12,000 Grade 12 students will have exams at end of second semester

• YouTube educational channels for all classes, including special, technical and vocational education

• 1,700 recorded lessons on YouTube for students of government schools

• Two TV channels affiliated with Qatar TV (Education 1 and Education 2) dedicated to distance learning • Minimising disruption to

curriculum and enabling rapid recovery following end of crisis • MoE collaborated with Doha Film Institute to

supervise production of distance learning videos

• Launch of two platforms to support distance learning access for students with disabilities

• Ensuring a “no-student” left behind policy

Social • Provision of a technical support hotline for parents

to implement distance learning• 99% of calls responded to,

lasting 3–5 minutes


Production of distance

learning videos

340KTotal learners

affected

Launch of ‘Q-learning’

for distance learning

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SAUDI ARABIA HAS LAUNCHED A DISTANCE LEARNING SOLUTIONS COVERINGALL LEVELS FROM KINDERGARTEN THROUGH TO HIGHER EDUCATION


Policy • Country-wide closure of academic institutions • Affected learners: 8,410,264

Structural

• Universities roll out distance learning system• In first week 2765 virtual lectures

recorded with 1.2 mil users in 7,600 virtual classrooms

• Launch of distance learning system, with five distance learning options: TV, YouTube, education portals, ‘Future Gate’ website and unified education database

• Serves 6 million public school students

• 20 "iEN" TV channels for distance learning • Minimising disruption to curriculum and enabling rapid recovery following end of crisis

• "iEN" YouTube educational channels for all classes, including special, technical and vocational education

• Regular updates on distance learning on MoE Twitter• Ensuring transparent

communication

• Launch of remote teaching award to promote excellence in remote teaching and quality online educational content

• Incentivising quality teaching and maintaining standards

Social

• Ministry of Communications and Technology initiative to bridge digital divide in local communities through provision of 100,000 SIM cards and 30,000 tablet devices free to students

• Ensuring equitable accessibility to quality education for disadvantages / vulnerable groups

Financial • Telco companies are directed to calculate free data

tariffs for the approved online education platforms


Provision of free SIM

cards and tablets

8.4MMTotal learners

affected

Use of Twitter toshare information

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UNITED ARAB EMIRATES HAS OFFERED TRAINING COURSES AND ADVISORY PLANS FOR DISTANCE LEARNING


Policy

• Country-wide closure of academic institutions • Affected learners: 1,362,359

• Implementation of week-long remote specialist training for public and private teachers

• 34,200 school teachers/administrators received training on creating virtual learning communities

• MoE with Hamdan bin Mohammed Smart University, offered free course: "Be an online tutor in 24 hours"

• 67,000 teaching/academic personnel of all levels from inside/outside UAE successfully qualified

• For private schools, MoE has sent out advisory plans on distance learning and schedules

• Ensuring standardized approach across its education system

• Pushed spring vacations forward by 3 weeks • Minimizing disruption to curriculum

Structural

• Initiation of pilot stage of experimental distance learning initiative (Mar-4 & Mar-5) that includes awareness campaigns

• 168,000 students benefitted from the program and 23,000 students completed the program

• 2 operations centres to monitor remote learning• Maintaining quality standards

and access

• Distance learning system targeting all students in the UAE's schools and higher education institutions • Minimising disruption to curriculum

and enabling rapid recovery following end of crisis • MoE smart apps for upper-level mathematics,

early childhood stages and Arabic reading skills

Social • MoE conducted an opinion poll with the aim

of improving the distance learning experience • Polled more than 185,000 students

and parents


Polls to improve distance learning

1.36MMTotal learners

affected

Training courses offered by

MoE and partners

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UNITED STATES OF AMERICA IS PROVIDING STATES WITH THE AUTHORITY TO DECIDE ON MITIGATION PLANS


Policy

• Localized closure of academic institutions

• 32.5MN pupils impacted across 33 states

• Equivalent to over 60% of the student population

• New Funding Flexibilities to allow schools to repurpose existing K-12 education funds to support continued learning during this crisis


Structural

• Postponement of some exams as decided by local faculties, not the government


• Mobilization of online learning solutions by certain schools

• Ensuring education continuity

Social• Waivers approved for States to have the flexibility to

get meals to children that are in need• Minimising the social impact to

students and families

Source: Guardian (link)


32.5MMTotal learners

affected

Granting of funding flexibilities to

respond to the COVID-19 in K-12

schools

https://www.theguardian.com/world/2020/mar/16/coronavirus-us-schools-closures-children-meals

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FRANCE IS ENCOURAGING COLLABORATION TO DEVELOP AND IMPLEMENT ROBUST AND RAPID SOLUTIONS



Structural

• Launch of “Ma classe à la maison”, a virtual classroom system accessible via smartphones and computers, to facilitate distance learning

• 1.3MN accounts, including 188,711 teachers were created shortly after the launch

• Launch of "Learning Nation“ to provide teachers, students and their families with quality educational school-linked programs

• Continuation of curriculum and access to quality education remotely

Social

• Distribution of computer equipment to families in need of digital services by MoE and La Poste • Ensuring equitable accessibility to

disadvantaged and vulnerable groups

• Launch of "Devoirs à la maison", which enables students without access to internet / digital devices to receive homework by post

Financial

• Eligibility of salaried students for the partial unemployment scheme by MoL

• Relieving students of pressure to choose education over financial insecurity

• Assistance of 1.5k euros to self-employed students (financed with the support of local authorities)

• Retainment of right to scholarship support for scholarship students


Numerous partnerships to maximize

assistance

15MMTotal learners

affected

Online classes for K-12 and

higher levelsof education

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CHINA IS WORKING ON ADDRESSING THE NEEDS OF TEACHERS AND PARENTS, IN ADDITION TO STUDENTS TO MINIMIZE THE SOCIAL AND ECONOMIC COSTS OF SCHOOL CLOSURES



Structural

• Distance learning solutions available online and through TV and other media


• Availability of online teacher training courses • Maintaining teaching standards

Social

• Distribution of computers to low-income families• Ensuring equitable accessibility to

disadvantaged and vulnerable groups• Mobile data packages and telecommunication

subsidies for students

• Guaranteed food supply for students staying or under isolation at schools

• Minimising the social impact to students and families

• Provision of online pedagogical support for parents/caregivers

• Provision of psychological assistance for children in need, including a 24h hotline


278MMTotal learners

affected

Multi-channel distance

learning solutions

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UNITED KINGDOM’S TARGETED SCHOOL CLOSURES ALLOW FOR VULNERABLE GROUPS TO CONTINUE RECEIVING CARE, AND ALLOW CRITICAL WORKERS TO CONTINUE COMBATTING COVID-19


Policy

• Country-wide closure of academic institutions; but schools and childcare providers are asked to offer care for vulnerable children and children whose parents are critical to the COVID-19 response and cannot be safely cared for at home

• Affected learners: 15,401,609

Structural

• Cancellation of GCSEs, AS and A levels in 2020

• Relieving pressure on students and teachers without impacting government guidelines on social distancing

• Collection of online education resources gathered by the Department for Education


Social • National voucher scheme, funded by the Department

for Education, to support schools meals provision for eligible students not attending school



15MMTotal learners

affected

Special exceptions to ensure

education for vulnerable students

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ITALY HAS INTRODUCED POLICY WHICH GUARANTEES STUDENTS’ PROMOTIONTO THE NEXT GRADE FOLLOWING POSTPONEMENT OF EXAMS


Policy

• Ordered the closure of all schools, universities and academic institutions nationwide

• 10,876,792 learners impacted

• Issued a decree that guarantees students‘ promotion to the next grade


Structural

• Established a website dedicated to providing guidance to practitioners, students and families on educational response

• Maintaining standards among teachers, and students

• Providing transparency of expectation for all stakeholders

• School initiative that provides distance learning content

• Over 130 school institutions have joined the initiative

Social

• Offering parents/caregivers online courses on how to manage the relationship with learners during confinement


• Launching webinars for teachers to support them in the adoption of distance learning methodologies

• Maintaining teaching standards and social support for teachers

Financial • MoE mobilizing €85 million for the enhancement of

distance learning in schools• Builds resilience with long-term

planning for future crisis


10MMTotal learners

affected

A website dedicated to providing guidance to

practitioners, students and

families on educational

response

33© Oliver Wyman

JAPAN’S COUNTRY WIDE CLOSURES HAVE BEEN SUPPLEMENTED WITHCHILD-CARE SUPPORT FROM THE COUNTRY’S LARGEST WORKER’S UNION


Policy • Country-wide closure of most schools • 20,349,962 learners impacted

Structural • Schools have independently introduced online

learning programs

• Minimising disruption to curriculum and enabling quick recovery following end of crisis

Social • Japan’s Trade Union Confederation (RENGO)

providing childcare support for working parents during school closures

• Relieving pressure on working families


20MMTotal learners

affected

Provision of child care support or

working parents

34© Oliver Wyman

SOUTH KOREA HAS TAKEN STEPS TO AMEND THE SCHOOL CALENDARSO AS TO MINIMISE THE IMPACT OF LOST TIME FOR LEARNING


Policy • Country-wide closure of academic institution • 10,181,538 learners impacted

Structural

• Schools are employing online learning and teaching solutions


• School calendar is being adjusted to accommodate lost days of learning

• Ensuring education continuity and minimising impact on syllabus

• Created platform „School-On“ to provide guidance on creating and managing online classrooms

• Standardizing distance learning measures to ensure quality

• Provision of national curriculum-aligned digital textbooks for students in grades 3-9


• Provision of free data services for education websites in partnership with the private sector • Ensuring equitable accessibility to

disadvantaged and vulnerable groups

Social • Provision of devices and Wi-Fi access for students

from low-income families


10MMTotal learners

affected

„School-On“ help students stay

connected with their schools

from home

35© Oliver Wyman

OECD policy development support to ensure

education continuity

World Bank support in financing distance

learning solutions

UNESCO’s Global Education Coalition

IN ADDITION TO COUNTRIES’ RESPONSES, INTERNATIONAL ORGANISATIONS HAVE ALSO BEEN MOBILISING RESOURCES IN SUPPORT OF EDUCATION CONTINUITY

Responses from International Organizations

• Launched a Global Covid-19 Education Coalition to support countries

• Established a Task Force to provide advice and technical assistance to governments

• Helps counties mobilise resources and provides technical assistance to quickly prepare hi-tech, low-tech and no-tech distance learning approaches

• Hosted virtual meetings with Education ministers, as well as webinars for stakeholders to share information

• Collection of national learning platforms and digital learning resources for those unable to attend school

Rapid responses by International Organizations have supported and ensured education continuity

• Supported governments in developing effective policies across sectors, including education, to mitigate the spread and impact of Covid-19

• Compiled data, analyses, and recommendations on the challenges posed by Covid-19

• Helped contribute policy responses, from health to education and taxes,and provided guidance on measures needed in affected sectors, especially vulnerable areas of society and economy

• Developed survey based report on measures adopted by countries to combat impact of Covid-19 on education

• Provided policy advice and technical assistance to help countries cope with the health and economic impacts of the pandemic

• Prepared a brief to guide policymakers on distance learning at scale

• Supports operations to facilitate learning after the crisis

• Established a $14 billion fast-track financing plan, as well as up to $160 billion for long term financial support

QUALIFICATIONS, ASSUMPTIONS AND LIMITING CONDITIONSThis report is for the exclusive use of the Oliver Wyman client named herein. This report is not intended for general circulation or publication, nor is it to be reproduced, quoted or distributed for any purpose without the prior written permission of Oliver Wyman. There are no third party beneficiaries with respect to this report, and Oliver Wyman does not accept any liability to any third party.

Information furnished by others, upon which all or portions of this report are based, is believed to be reliable but has not been independently verified, unless otherwise expressly indicated. Public information and industry and statistical data are from sources we deem to be reliable; however, we make no representation as to the accuracy or completeness of such information. The findings contained in this report may contain predictions based on current data and historical trends. Any such predictions are subject to inherent risks and uncertainties. Oliver Wyman accepts no responsibility for actual results or future events.

The opinions expressed in this report are valid only for the purpose stated herein and as of the date of this report. No obligation is assumed to revise this report to reflect changes, events or conditions, which occur subsequent to the date hereof.

All decisions in connection with the implementation or use of advice or recommendations contained in this report are the sole responsibility of the client. This report does not represent investment advice nor does it provide an opinion regarding the fairness of any transaction to any and all parties. In addition, this report does not represent legal, medical, accounting, safety or other specialized advice. For any such advice, Oliver Wyman recommends seeking and obtaining advice from a qualified professional.

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