In the context of COVID-19, IEA and UNESCO have launched a study, in partnership with the European Commission (EC), which draws a more comprehensive picture of the pandemic’s impact on global education: Responses to Educational Disruption Survey (REDS).
The joint study focuses on evaluating the varying situations in secondary education (Grade 8) and reporting on the respective challenges of providing quality instructions at a time of widespread educational disruption because of the COVID-19 crisis. The study has collected information from governments, school principals, and optionally teachers and students, on how countries and, in particular, schools are prepared for distance learning in times of school closures and during a subsequent reopening phase, including measures implemented to provide all students with the opportunity to continue learning. Twelve countries, namely, Burkina Faso, Denmark, Ethiopia, India, Kenya, Russian Federation, Rwanda, Slovenia, Uganda, United Arab Emirates, Uruguay, and Uzbekistan took part in the study.
The REDS International Report provides valuable, cross-nationally, and internationally comparable new data, covering an extensive range of topics associated with the effects of the COVID-19 pandemic on education, as perceived by school principals, teachers, and students who were directly affected by the pandemic. Insights from REDS data can better orient and tailor policy responses to strengthen education system resilience, especially during disruptions to schooling.