An international review of plans and actions for school reopening
Rachael Fitzpatrick
Rachael has worked at Education Development Trust since 2016. With over six years’ experience that spans market and social research, she has successfully conducted large and small scale research and evaluation projects in a diverse range of countries (including Rwanda, Vietnam, Jordan and the UK). Rachael’s research interests and expertise are in system level reform at both national level and local level. She has an MA in Social Research Methods from Durham University, and is currently undertaking a part-time PhD in Education at the University of Bath.
Astrid Korin
Astrid has 13 years' experience in policy formulation and multi-sector strategic planning across health, education and social development. She uses her blended background in consultancy, solution design and capacity building for public, private and not-for-profit organisations to lead on business development for the research and consultancy team. She also carries out short-term technical assignments in the UK and overseas. She is focussing on harnessing and building expertise in teacher-led randomised controlled trials (RCTs) as a way of increasing the evidence-base on what works and as a powerful tool to unleash voice and agency for teachers.
Anna Riggall
Dr Anna Riggall leads Education Development Trust's global programme of academic educational research and promotes evidence engagement across the organisation. She has over 20 years’ experience leading international educational research and holds an MA in Education & Development Studies and PhD in Education. She specialises in the areas of education system reform, education for marginalised groups including children with disabilities, girls and refugees, teacher development, leadership, accountability and education in emergencies.
This report is based on a rapid survey of recently published materials, guidance documents and media commentary. It summarises what we know and understand about the impacts of the prolonged school closures that followed the spread of Covid-19 and the context of school reopening and plans for learning recovery.
The first chapter of this report updates what we know about student and teacher wellbeing, the time spent on learning for pupils during the period of school closure and the experience of lockdown for teachers.
In the second chapter, we consider the status of school reopening planning around the world, alongside the measures being taken to ensure that students and teachers can return to school safely. We also look at emerging plans to tackle learning loss and to structure and support recovery.
Finally, the report assesses the conditions for long-term educational recovery with a focus on funding and financial support for governments in low-income contexts, where fragile and unequal learning environments had already persisted prior to Covid-19 school closures.