Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries

The COVID-19 pandemic has had an unprecedented impact on societies globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled students. Governments and education stakeholders have responded swiftly to continue children’s learning, using various delivery channels including digital tools, TV/radio-based teaching and take-home packages for parent or caregiver-guided education. However, the massive scale of school closures caused by COVID-19 has laid bare the uneven distribution of the technology needed to facilitate remote learning. It has also highlighted the lack of preparedness and low resilience of systems to support teachers, facilitators and parents/caregivers in the successful and safe use of technology for learning.

Using data on access to technology from household surveys (MICS and DHS) and information on national education responses to school closures gathered from UNICEF education staff in over 120 countries, this brief explores potential promising practices for equitable remote learning.

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Published by

United Nations Children's Fund (UNICEF)

Authored by

Thomas Dreeseni, Spogmai Akseeri, Matt Brossardi, Pragya Dewanii, Juan-Pablo Giraldoii, Akito Kameii, Suguru Mizunoyaiii and Javier Santiago Ortizi


Coronavirus (COVID-19)
Distance Education