The purpose of the COVID-19 Global Education Recovery Tracker is to capture ongoing information about the global status of schools, teachers and students amid the COVID-19 pandemic. This information is intended to be of use for education and public health policy stakeholders and researchers from around the world. In this second year of the pandemic, and as many countries are starting to move from emergency responses towards policies aimed for recovery, the tracker aims to support this process by focusing on data that can help build back better and more resilient education systems.
The Johns Hopkins University eSchool+ Initiative is a cross-disciplinary collaboration between the Johns Hopkins Consortium for School-Based Health Solutions, Berman Institute of Bioethics, Rales Center for the Integration of Health and Education, and the schools of Education, Medicine, and Public Health. It was formed in response to the COVID-19 pandemic in order to develop tools and resources for schools to think responsibly about caring for students during school closures and reopening. The initiative benefits from expertise in ethics, school health, school policy, food security, clinical medicine and education.
The leadership team from the Johns Hopkins University eSchool+ Initiative includes faculty co-leads Megan Collins, Ruth Faden, and Annette Anderson and faculty contributors Sara Johnson, Beth Marhsall, and Alan Regenberg. The team would like to recognize support from Andrew Nicklin, Azka Tariq, Rachel Gur-Arie, and April Baer. And finally, the team acknowledges the students who are an invaluable asset to the project in data collection and technical support: Carlos Andres Acosta Casas, Fiza Ali, Varsha Bhashyakarla, Lauren Claus, Ayaat Fadlalla, Shalala Leny, Adjoa Ofosu-Ameyaw, Krutal Patel, Miguel Ramirez Sanchez, Camden Shultz, Mahmoud Summers, Erica Sun, Feven Welde, and Estelle Yeung.
The World Bank Group works on education programs in 100+ countries, supporting access to quality education services and lifelong learning opportunities for all. As the largest financier of education in the developing world, its portfolio of $20 billion covers education programs, technical assistance, and other projects designed to build human capital through improved learning outcomes. This is complemented with tools and resources available to policymakers, researchers, school leaders, teachers, and the public, all aimed at supporting the achievement of the World Bank's twin goals of ending extreme poverty and boosting shared prosperity.
The technical team leading this work from the Education Global Practice is composed of Kaliope Azzi-Huck, Tigran Shmis, Maria Barron, Joao Pedro Wagner de Azevedo, Melissa Ann Adelman, Aarya Rajendra Shinde, and Yi Ning Wong. The team would like to acknowledge the invaluable guidance and support from Jaime Saavedra (Global Director of the Education Global Practice), and Omar Arias (Manager of Global Engagement and Knowledge) as well as Practice Managers and country teams, who are essential to the WB’s data collection efforts and updates that make this Tracker possible.
UNICEF works in some of the world's toughest places, to reach the world's most disadvantaged children. Across more than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.
The team leading this work from UNICEF Headquarters consists of Nicolas Reuge, Jean Luc Yameogo, Annika Rigole and Pragya Dewan from the Education section, and Ann Marie Wilcock from the Advocacy section. The team would like to acknowledge the guidance from Rob Jenkins (Associate Director of the Education Section), support and help from all Regional Education Advisers and, most importantly, the country teams, who assisted this data collection exercise and consistently provided updates that resulted in this global tracker.
This work is a product of the staff of the Johns Hopkins University (JHU) eSchool+ Initiative, the World Bank, and UNICEF. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of the World Bank, its Board of Executive Directors, or the governments they represent; UNICEF or JHU and their respective governing bodies.
This Tracker captures publicly available information. Please note that there may be sub-national or regional differences in policies and the policy categories shown may not apply at all sub-national levels. No warranty regarding the accuracy of the information as provided is made. While the teams made every effort to verify all data, some inaccuracies are likely to occur with the fluidity of schooling status across the globe. If you come across such inaccuracies, we invite you to submit them so they may be verified and updated.
The use of the term "country" on this Tracker does not in all cases refer to a territorial entity that is a state as understood by international law and practice. As used here, the term also covers some territorial entities that are not states. The boundaries, colors, denominations and any other information shown on this map do not imply the expression of any opinion or judgement whatsoever on the part of the World Bank, UNICEF, or JHU concerning the legal status of any country, territory, city or any area or of its authorities, or any endorsement concerning the acceptance of such frontiers or boundaries.