Planning for School Reopening and Recovery After COVID-19
- A Advocacy Campaign/Project
? Activity Status: Unknown
Key Information
Most governments around the world have temporarily closed schools in an attempt to contain the spread of the COVID-19 pandemic. Many have launched distance learning programs and are beginning to plan for recovery, a phase that involves much more than reopening the gates and readmitting students.
The short and accessible briefs collected here draw on rigorous evidence relevant to the COVID-19 emergency to formulate recommendations for policymakers on five critical dimensions of school reopening and recovery.
Lead Implementing Organization(s)
Location(s)
Global
Activity URL
https://www.cgdev.org/publication/planning-school-reopening-and-recovery-after-covid-19
Government Affiliation
Non-governmental programYears
2020 -
Partner(s)
Not applicable or unknown
Ministry Affiliation
UnknownFunder(s)
Not applicable or unknown
COVID-19 Response
New for COVID-19Geographic Scope
Global / regionalMeets gender-transformative education criteria from the TES
UnknownAreas of Work Back to Top
Education areas
Attainment
- Primary enrollment
Quality
- Curricula/lesson plans
- School facilities
- School quality
Skills
- Literacy
- Numeracy
Cross-cutting areas
- Adolescent pregnancy/childbearing
- COVID-19 Response
- Early/child marriage
- Economic/livelihoods (including savings/financial inclusion, etc.)
- Emergencies and protracted crises
- Food/water security
- Gender equality
- Nutrition
- Violence (at home, in relationships)
- WASH (water, sanitation and hygiene)
Program participants
Target Audience(s)
Boys in school, Girls in school, Youth
Age
5 - 18
School Enrolment Status
All in school
School Level
- Lower primary
- Upper primary
- Lower secondary
- Upper secondary
Other populations reached
- Fathers
- Mothers
- Teachers - female
- Teachers - male
Participants include
Not applicable or unknown
Program Approaches Back to Top
Community engagement/advocacy/sensitization
- Community-based monitoring (e.g. school report cards)
- Community mobilization
- General awareness-raising/community engagement
Curriculum/learning
- Remedial education/skills
Food/nutrition
- School feeding
Health and childcare services
- Referrals to health services
- School-based clinics
Mentoring/psychosocial support
- School-based counselors
- Teachers as mentors
Policy/legal environment
- Developing/promoting new laws/policies
Reducing economic barriers
- Addressing cost of school supplies
- Conditional cash transfers (including non-cash goods) to individuals/households
- Conditional cash transfers to schools
- Reducing/eliminating school fees
- Unconditional cash transfers (including non-cash goods) to individuals/households
- Unconditional cash transfers to schools
School-related gender-based violence
- Safe and welcoming schools
- Support in and around schools (e.g. peer counseling, adult-to-student counseling)
- Training of school personnel (including teachers)
Teaching
- In-service teacher training – pedagogy general
- Teaching materials (e.g. lesson plans, curricula)
Tutoring/strengthening academic skills
- Literacy - in the classroom
- Numeracy - in the classroom
Program Goals Back to Top
Education goals
- Improved academic skills (literacy and numeracy)
- Increased enrolment in primary school
- Increased grade attainment
- Increased literacy
- Increased numeracy
- Increased progression to secondary school
- Increased re-enrolment in school among out-of-school children
- Increased school completion (general)
- Increased school enrolment (general)
- Increased test scores
- Increased years of schooling
- Reduced absenteeism
- Reduced grade repetition
Cross-cutting goals
Not applicable or unknown
Additional Information Back to Top
Primary Contact
- Rita Perakis
- Center for Global Development (CGD)
- Assistant Director and Senior Policy Analyst, Global Education
- rperakis@cgdev.org