Oecd covid survey eag indd

School closure during the pandemic
Generally, 
the higher the 
education level, the 
longer schools were 
closed
Schools at upper secondary level experienced an additional 
57 days
of partial opening during the same period
28% 
of total 
instruction days at the
pre-primary level*
56%
of total 
instruction days at 
upper secondary 
level*
Average days of full school closure 
from 1 January 2020 to May 2021
This closure represents:
Pre-
primary
Lower 
secondary
Upper 
secondary
Primary
55
78
92
101
All data refer to the average for 
OECD countries
*Over a typical academic year 
100
75
50
25
Impact of COVID-19 on learning outcomes
A number of countries have taken steps to 
assess learning losses and address learning gaps:
36%
1
Exam
2
76%
Standardised 
assessments 
to track 
learning losses
Questionnaires 
to teachers, 
principals 
or school 
providers
Adjusted 
content of 
examinations
Formative 
assessments 
by teachers
Remedial 
measures 
to reduce 
learning gaps
1
2
3
44%
36%
In
5 countries
,
 ECEC settings did not 
close at all during the pandemic
A focus on Early Childhood Education and Care (ECEC)
Governments were less likely to shut down pre-primary 
schools for a number of reasons:
The early years 
are critical for 
the cognitive 
and emotional 
development 
of children
Setting up effective 
remote learning 
strategies is 
particularly diffi cult 
for young children
ECEC provides 
childcare support to 
parents returning 
to work after 
confi nement
for 
pre-primary
>90%
for higher 
levels of 
education
A
C B
62%
Provision of online 
learning was lower at this level. The share 
of countries providing online learning:
62%
All data refer to the 
average for OECD countries
All data refer to the average for OECD countries

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Support for teachers during the pandemic
2/3
of countries 
prioritised teachers for 
COVID-19 vaccination
Before the pandemic, teachers reported that:
The COVID-19 crisis has resulted in signifi cant 
changes in the working conditions and 
recruitment of teachers:
50% 
of countries 
changed their school 
calendars and curriculum
40%
of countries 
recruited temporary staff
56%
felt 
ICT* for teaching was 
included in 
their training
43%
felt 
‘well prepared’ or ‘very 
well prepared’ to use ICT 
in their own teaching
All data refer to the average for OECD countries
*Information and Communication Technologies
Financing of primary to tertiary education during the pandemic
The rise in the share of countries reporting