Effective and equitable educational recovery: 10 principles

Policies & Strategies
Education International
23 p.

The COVID-19 pandemic has led to the frequent closure of school buildings in most countries in the world and has interrupted the school attendance of at least 1.2 billion students in 2020 and 2021. Acknowledging the disruption that the health crisis has brought about and its likely impact on educational quality and equity, the OECD Secretariat and Education International have, based on their respective work during the pandemic, jointly established 10 principles that can facilitate the collaboration of education authorities, the teaching profession and their organisations to navigate the crisis effectively and reshape education systems after the pandemic to reach greater levels of educational quality and equity. Education systems around the world have been facing similar challenges but generated diverse approaches and experiences. The intention is also for these principles to contribute to a framework for international cooperation and peer learning. These principles have two objectives: 1) within countries and educational jurisdictions learning continuity and the enhancement of students’ development, growth and well-being in the most effective and equitable ways possible must be ensured, and; 2) reduced learning gains and the widening of the achievement gap due to the crisis must be addressed. The principles are thus organised in two parts. Fulfilling lives and successful economies hinge on equitable opportunities for cognitive, social and emotional development. This is a fundamental obligation which all societies must meet in order for all students to succeed in their learning. Learners are thus at the core of the principles, which aim to meet students’ cognitive, social and emotional educational needs during and after the pandemic, with the help of their families and the active support of teachers, educational institutions and their wider community. The principles also recognise that teachers are more effective when their needs for health, safety and wellbeing are recognised and addressed. The best conditions for achieving these goals occur when all partners involved in education recovery work in collaboration.

Resource types
Record created by