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The REDS data collection took place between December 2020 to July 2021 in 11 countries: Burkina Faso, Denmark, Ethiopia, India, Kenya, the Russian Federation, Rwanda, Slovenia, the United Arab Emirates, Uruguay, and Uzbekistan. REDS collected questionnaire data from a total of 21,063 students, 15,004 teachers and 1,581 principals. Student data were collected in eight countries, teacher data in ten countries and school data in all 11 countries. Each national research centre responsible for the administration of REDS provided national-level data on the conditions and measures implemented within each country.

REDS investigated how countries approached the challenge of ensuring continuity in teaching and learning during the educational disruption resulting from the COVID-19 pandemic. The study’s overarching objectives were to acquire an overview of the situation in a variety of education systems around the world, and to provide policy-makers and education leaders with valuable information for evidence-based decision-making. All 11 countries that participated in REDS reported at least one period of physical school closure in response to the COVID-19 pandemic, during which most schools were closed for the majority of students. 

This international report shows that teaching and learning mostly continued during the COVID-19 disruption with varying alternative delivery methods across countries. This was largely possible because of the flexibility, adaptability, resilience and determination of systems, schools, teachers, and students. However, efforts posed significant challenges associated with increased teacher workload, as well as with teacher and student well-being. Questions remain about whether the changes implemented during the disruption would be sustainable over longer-periods of time.THE IMPACT OF THE COVID-19 PANDEMIC ON EDUCATION Further research and consideration is warranted into understanding the factors that both led to successful outcomes for some schools, teachers, and students, but also unsuccessful outcomes for others. This may further inform both ongoing thinking about the changes to regular schooling that may persist following the pandemic and planning to address the challenges of disruptions to schooling that may occur in the future.

Download the linked file to read the full report.