Student questionnaire

• Student characteristics, such as
  • Age
  • Gender
  • Preschool attendance
  • Number of siblings
  • Ethnic background
  • Wellbeing
  • Household composition
  • Primary language spoken at home (test language or others)
  • Digital literacy skills
• Home background, such as
  • Parents/guardians (e.g., education, literacy, employment)
  • Resources at home (e.g., number of books, ICT)
  • Home learning environment
  • Household possessions (to obtain a proxy measure of family wealth)
  • Participate in income generating activities or household chore engagement
  • Number of meals per day
  • Household responsibilities during COVID-19 pandemic
  • Support at home for school work
• Students’ school, such as
  • Distance from home to school and mode of travel
  • Perceptions of classroom practices specific to subject areas
  • Classroom climate
  • Homework
  • Safety at school
  • Grade repetition
  • Lessons in subject areas at school
• Students’ perceptions of key learning domains and other skills,
  • Self-concept in different learning domains (e.g. mathematics or reading)
  • Interest in learning domains (e.g. mathematics or reading)
  • Activities related to learning domains (e.g. reading for pleasure)
  • Environmental sustainability and climate change 
  • Learning the world; community, national, regional and global citizenship (diversity and collaboration, equality and human rights) 

Parent questionnaire

• The respondent of the questionnaire
• Characteristics of the household including,
  • Parental education, literacy and occupation
  • Household resources
  • Resources for schooling
• Family support for the child during the COVID-19 pandemic
• Characteristics of the child including,
  • Attendance to pre-school education
  • Age beginning primary education
  • Issues and difficulties
  • Additional instruction
  • Digital literacy activities

School questionnaire

• Characteristics of the school principal, such as
  • Gender
  • Age
  • Qualifications of principal
  • Experience as a principal
• School characteristics, such as
  • School size
  • Contract teachers or state teachers (including qualification)
  • School location
  • School climate (e.g. principals’ perceptions of the sense of belonging of students and teachers to school)
  • Private/public  school management
  • School type
  • Organization of lessons
  • Impact of COVID-19 pandemic on school closures, and teaching and learning
• School facilities and resources, such as
  • Qualifications of teaching staff
  • Library resources, and other basic equipment, including textbooks and learning materials
  • Classroom types
  • ICT resources
  • Laboratories
  • Toilet facilities at school 
  • Sports facilities
  • Any facilities or support provided for students with disabilities and/or additional learning support
  • Hindrances to provide adequate instruction
  • Provisions for additional instruction
• School teaching practices and policies in key learning domains and other skills, such as
  • Student attendance monitoring,
  • Teacher evaluation
  • Assessment and monitoring of students
  • Emphasis on learning areas
  • Professional development for teachers
  • Perspectives of the importance of students learning about environmental sustainability, climate change and learning about the world; community, national, regional and global citizenship (diversity and collaboration, equality and human rights) 
  • Policies introduced in response to the COVID-19 pandemic
• School community context, such as
  • Perspectives on school community climate
  • Student behaviors
  • Community context (e.g., social context), such as
    • Facilities in local community,
    • Social tensions in local community,
    • Community engagement in school activities.

Teacher questionnaire

• Teacher characteristics, such as
  • Gender
  • Age
  • Highest level of education
  • Teaching qualifications
  • Professional development
  • Teaching experience
  • Teaching role
  • Wellbeing
• School climate including,
  • Perspectives on school community climate
  • Student behaviors
  • Support for teachers
  • Class characteristics including
  • Organization of class
  • Classroom resources
  • Issues affecting learning
  • Opportunities to participate in school-based GC activities
• Teaching of students including,
  • Adjustments to teaching practices due to COVID-19 pandemic
  • Teaching of activities related to environmental sustainability, climate change and learning about the world; community, national, regional and global citizenship (diversity and collaboration, equality and human rights)
  • Teaching of activities related to the test language
  • Teaching of activities related to mathematics

System questionnaire

• Background information about the country’s education system
• Curriculum structure and implementation of literacy and numeracy programmes (in basic education and ECE) / or other subject of interest (e.g. health, digital, social norms)
• Policies on teaching and learning that support foundational learning Early Childhood education structure and transition
• Mother tongue multilingual and foreign language policy in basic education
• Organization and structure, management and leadership in basic education schools
• Preventing, addressing and mitigating violence and discrimination/promote equality and happiness (gender and minority)
• Financing/expenditure in basic education
• Response to the Covid-19 pandemic (system resilience)
• Post-Covid monitoring of student outcomes
• Teachers and teacher education
• Parent and community engagement
• Assessment, monitoring, and reporting
• Education sector planning, financing, and resourcing