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Īs figure 4 below shows that less than half (43%) of countries are prioritizing teachers.įigure 4: Proportions of countries vaccinating teachers as a priority groupĥ.

However, 67 percent of countries in Sub-Saharan Africa, and half of those in East Asia Pacific still do not report having access to the vaccine. Across Europe and Central Asia, Latin America and the Caribbean, over 80% of countries had begun vaccinating their populations. Though the number is increasing rapidly, at the time of the launch of the Tracker, more than two-thirds of the countries reported having access to vaccines though with noted disparities among regions (and not surprisingly), income levels. Of the countries where information is available, 15% have adopted a hybrid-approach involving in-person and remote learning, 18% are using remote learning approaches, 28% have implemented mixed or multiple strategies (a combination of in person, hybrid, and remote learning strategies) aiming to reach most students, while about 33% have gone back to in-person teaching, and 9% are on an extended break due to a regular school calendar closure, and not due to COVID.įigure 2: Remote Learning Modalities, by School LevelsĢ. Vaccine availability is increasing, but only 43% of countries that have the vaccine are vaccinating teachers or school staff. School Status and Learning Modalities: 45% of countries have moved towards hybrid education as the new normal.Īcross the regions, schools have adopted a hybrid or a remote-learning approach in North America (NAC) and South Asia (SAR), while in in Sub-Saharan Africa (AFR) and East Asia (EAP) nearly half the countries have reopened schools for in-person learning. Though only a few weeks in the public sphere, the Tracker has already brought to light key features of the education responses, particularly:ġ.

The goal is to help education policymakers, governments, researchers, and communities mitigate the impact of losses and make decisions on appropriate recovery measures. Data collected through this tool captures schooling status, learning modalities, support to students returning to school, vaccine availability for teaching staff, and other aspects of assessing and catching up on lost time. To help countries in this effort, the COVID-19 Global Education Recovery Tracker, a new tool from the World Bank, Johns Hopkins University, and UNICEF, aims to gather data and monitor responses of countries shifting their education systems from emergency measures to recovery policies that target learning losses and help accelerate learning. It is proving evident that to simply reopen their schools’ doors after COVID-19 is not enough – students will need tailored and sustained support to help them readjust and catch-up after the pandemic. School closures and the resulting disruptions to school attendance and learning are projected to amount to losses valued at $10 trillion in terms of affected children’s future earnings.

As we enter the second year of the pandemic, almost 168 million children have already been out of school for an entire year, and about 214 million students have missed more than three-quarters of the school year of their in-person learning. Latest World Bank estimates show that global learning poverty - the proportion of 10-year-olds unable to read a short, age-appropriate text - will increase from 53 per cent to 63 per cent of children living in low- and middle-income countries. The COVID-19 pandemic is proving to be the worst crisis to hit education in a century – having kept more than 1.6 billion students out of school at the peak of school closures.

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*This is the first of a series of blogs and briefs highlighting key findings of the COVID Education Recovery Tracker, a partnership between the World Bank, Johns Hopkins University, and UNICEF

From Johns Hopkins University: Megan Collins, Azka Tariq, Shivani Majmudarįrom UNICEF: Jean-Luc Yameogo, Nicolas Reuge

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