The coronavirus crisis has seen education systems around the world having to quickly react to the unprecedented situation. We present a toolkit to help countries continue in their efforts to design and implement education system responses during COVID-19. The toolkit can be used by individual policy makers or teams at the local, regional or national level to shape the implementation of their education response strategies.

1. IMPLEMENTING EDUCATION RESPONSES TO COVID-19
How the Covid-19 pandemic is changing education
FWE – Andreas Schleicher

2. • 1.5bn students (and their parents) learned over the last two
months that learning is not a place but an activity
• Remote learning has become the lifeline for learning
but doesn’t address the social functions of schools
• Access, use and quality of online resources amplify inequality
• Credible, relevant and fair accreditation is at stake
• Just-in-time professional development is in urgent need
• Re-prioritisation of curricula and strategies for re-opening of
schools are needed
• But lots of highly innovative learning environments emerge!

3. 0 10 20 30 40 50 60 70 80 90 100
It was fairly chaotic
There were conflicts between schools and the government
There were conflicts with parents
There were conflicts with teachers
It was designed in a collaborative manner including the community
It was designed in a collaborative manner including parents
It was designed in a top down fashion by the government
There was strong collaboration between public and private sectors
Communications were well managed
It was well executed
It was well planned
It was designed in a collaborative manner including teachers
Everybody did all they could to help
Completely agree Agree
%
Evaluation of the strategy for education continuity
(Averages across 36 countries, May 2020)

4. 4
A coherent implementation framework can help countries develop
their policy response to the crisis
The lessons learnt from the crisis can pave the way for
strategic implementation processes to ensure quality, equity
and well-being in education.
In times of crisis:
• Resources, time and capacity are binding
• Evidence is limited
An implementation framework:
• Can save time, efforts, and result in better outcomes.
• Weave together contextual factors, engagement of
stakeholders and policy design in an actionable way
so the policy can reach its objectives
• For COVID-19 education measures, consider
available human and technological resources,
engaging stakeholders and developing a policy that
takes into consideration student and school health,
well-being and learning.

5. Implementation
dimensions
Context
Stakeholders
Policy tools
Strategy
Short term
Fixed resources, IT and
capacity
Initially reactive; in small
number; roles very organic
No vision; quick use of
already available IT
Schools to deliver
Quick in school closures
Communication
Mid term
IT networks
Resources needed
Complementary policies
Engagement and
communication; roles and
responsibilities
Shaping the vision
Schools empowered,
setting of guidelines,
capacity development
Changes on-going, little
monitoring
Long term
Define the resources,
Identify health context,
Assessments?
Broad engagement; clear
roles; leadership
Clear vision: equity, quality
and well being; Hybrid
learning models; school as
a community
Develop knowledge to
monitor implementation,
understand progress and
avoid potential pitfalls.
5
Implementing education responses to COVID-19: a long-term
perspective

6. 6
IEP toolkit: Identify key contextual factors relevant to the crisis
• Technical assets (broadband coverage, laptops, tablets) in schools and homes and financial resources
available?
• Financial, logistical, welfare support for students from disadvantaged backgrounds or at risk of dropping out,
with limited access to resources?
Assess the available resources
• How can you build on existing school networks, national pedagogical centres or other institutions to develop
your strategy?
• How can you build potential partnerships with other actors to enhance the education system response in the
short term?
Broaden co-operation with potential partners
• How can you include health considerations and health experts to inform your decision-making processes at
different levels?
• How can essential services, other than educational (meal distribution, mental health support, counselling) be
continued?
• How can assessment practices be adapted? How can high-stakes examinations be considered?
Consider health, welfare and assessment policies in the education response

7. Evidence from previous epidemics suggests
school-closure can prevent < 15% of infections
0%
10%
20%
30%
40%
50%
60%
70%
80%
International
travel
restrictions
Mass gatherings Internal travel
restrictions
Environmental
hygiene
School closure Community
contact
reduction
Household
quarantine
Case isolation Workplace social
distancing
Source: OECD, Flattening the covid-19 peak: Containment and mitigation policies
Reduction in the share (%) of the population contracting the disease

8. 0 10 20 30 40 50 60 70 80 90 100
Closure of all common areas in school
Mandatory use of antiseptic wipes for students and
teachers to clean their desks every day
Mandatory use of masks for all students, teachers and
school staff
Mandatory application of social distancing protocols
Training students, teachers and staff on basic hygiene
and barrier gestures
Extremely likely Somewhat likely Neither likely nor unlikely Somewhat unlikely Extremely unlikely No answer
Health measures included in the reopening plans
(Averages across 36 countries, May 2020)
Table 22
%

9. 9
IEP toolkit: consider stakeholders as the main drivers of change
• What type of consultation processes can bring in teachers, school principals, parent associations, education
and health specialists, to shape a solution adapted to stakeholders’ reality?
• How can insights on feasibility of policy response be drawn quickly, to balance engagement and reactivity?
Co-construct the education response with key stakeholders
• How can responsibilities and expectations be clarified to ensure consistency in the delivery of education?
• What kind of guidelines at central level be developed that provide room for local adaptation?
Focus responsibilities of the different stakeholders on supporting education delivery
• How can contact between stakeholders across the system be maintained to cultivate trust?
• How can existing communication platforms be used for communicating coherent messages on the policy and
on best practices?
Build on existing tools for communication

10. 0
10
20
30
40
50
60
70
80
90
100
Denmark
NewZealand
Australia
UnitedArabEmirates
Colombia
Russia
Mexico
Turkey
Kazakhstan
Alberta(Canada)
CABA(Argentina)
Chile
Sweden
Lithuania
UnitedStates
Portugal
Romania
Iceland
Georgia
OECDaverage-31
Israel
Spain
Netherlands
Finland
SaudiArabia
Latvia
Hungary
Malta
SlovakRepublic
Italy
Croatia
Estonia
Bulgaria
VietNam
Singapore
Brazil
England(UK)
SouthAfrica
Flemish(Belgium)
Slovenia
France
CzechRepublic
Austria
Korea
Belgium
Shanghai(China)
French(Belgium)
Japan
2018 2013
Tables I.2.1 and I.2.4
Technology is only as good as its use (TALIS 2018)
Percentage of teachers who “frequently” or “always” let students use ICT for projects or class work%

11. 11
IEP toolkit: design an educational policy informed by the
educational impact of the crisis to respond to school needs
• What will be the guiding vision that refers not only to performance, but also include equity and well-being?
Define a guiding vision with strategic principles
• What is the mode of education delivery that is suitable according to the previous assessment of resources
available and feedback by stakeholders?
• How can technology, distance and hybrid models of learning be developed to enhance opportunities for
teacher-student interactions during physical school closures or other emergency situations?
Choose the adequate mode and support for education delivery
• What kind of organisational structures can be introduced within schools to ensure readiness for change, self-
efficacy, and innovation adoption?
• What kind of professional development to support learners in their instructional approach?
Empower schools in the delivery of learning and build system resilience for the future

12. 0 20 40 60 80 100
Ensure medical attention of students affected by Covid-19
Support students at risk of violence at home
Ensure medical attention to teachers affected by Covid-19
Ensure provision of other social services to students
Revise graduation/grade transition policy to allow student…
Ensure well-being of teachers
Ensure well-being of students
Support education of disadvantaged students
Ensure support for parents and caregivers to support student…
Ensure social development of students
Provide professional support, advice to teachers
Ensure continuity/integrity of the assessment of student learning
Ensure the continuity of the academic learning of students
To a great extent To some extent
Survey on country priorities (Averages across 36 countries, May 2020)
%

13. 0
10
20
30
40
50
60
70
80
90
100
Progressive return of
students (e.g. by age
cohorts)
Classroom based
teaching and learning
in shifts
Hybrid model of
distance and
classroom based
teaching and learning
Return to normal
scheduling and
student attendance
Student and teacher
returns contingent
upon results of
antibody testing
Classroom teaching
conducted in schools’
outdoor spaces
What strategies will be used for school reopening?
(Averages across 36 countries, May 2020)
Table 17
%

14. 14
IEP toolkit: make the strategy actionable
• How will the different elements be weaved together into a coherent and compelling strategy that spells out
clear responsibilities, resources, and timeframes?
• In what kind of document will this strategy be provided?
Shape and communicate the implementation strategy
• How will systematic feedback be provided to monitor progress in implementing the education measures?
• How can the strategy take on board the feedback and be adjusted in case of need?
Monitor to understand progress and potential pitfalls
• What kind of communication and engagement campaigns will be designed to ensure they reach different
audiences such as teachers, students, parents or regional or local system leaders?
Establish a communication strategy that can reach different audiences

15. Howwillthis
bedone?
Whois
responsible?
Resources?
When?
Measure
progress?
Identify and build on key contextual factors relevant to the crisis
• Assess resources and capacity for hybrid learning
• Broaden co-operation with potential partners.
• Weave health, student welfare and assessment policies in the education response.
Consider stakeholders as the main drivers of change
• Co-construct the education response with key stakeholders to ensure broad policy support.
• Define and focus responsibilities of the different stakeholders on supporting education delivery.
• Use existing tools to enhance communication between stakeholders and across the system
Design educational policy to respond to school needs
• Develop a clear vision of priorities and key educational principles: equity, quality, well-being and safety.
• Choose mode of education delivery based on resources and stakeholders’ feedback: technology to
enhance school based learning.
• Empower schools in delivery of learning and provide professional development for teachers and leaders.
Shape a clear and coherent implementation strategy
• Bring together different dimensions: timeframes, responsibilities, tools, and available resources.
• Develop knowledge to monitor implementation, understand progress and avoid potential pitfalls.
• Establish a communication strategy that can reach different audiences.
15
Implementing education responses to COVID-19

16. 16
Progress with the education response implementation strategy?
0
1
2
3
4
Vision
Policy tools
Capacity
Public support
InvolvementTransparency
Institutions
Complementary policies
Resources
Sample Country’s strategy

17. Policy Advice and Implementation Division
• www.oecd.org/education/implementing-policies
17
Thank you. For further information