Oecd covid survey eag indd
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Excluding school holidays, public holidays and weekends, between 1 January 2020 and 20 May 2021
Pre-primary education Primary education Lower secondary education Fully closed in 2020 Fully closed in 202 1 Par tially open in 2020 Par tially open in 202 1 Fully closed in 2020 Fully closed in 202 1 Par tially open in 2020 Par tially open in 202 1 Fully closed in 2020 Fully closed in 202 1 Par tially open in 2020 Par tially open in 202 1 OECD Australia m m m m m m m m m m m m Austria 0 0 0 0 52 22 37 14 52 22 37 56 Belgium 43 5 10 0 43 5 14 0 43 5 30 0 Canada m m m m m m m m m m m m Chile 1 64 34 27 54 64 34 27 54 64 34 27 54 Colombia 1 152 0 65 74 152 0 65 74 152 0 65 74 Costa Rica 175 0 0 67 175 0 0 67 175 0 0 67 Czech Republic 0 28 0 20 67 27 23 59 65 76 54 15 Denmark 2 20 m 0 0 20 m m m 20 m m m Estonia 1 0 0 0 0 46 49 0 18 46 49 0 18 Finland 0 0 m m 38 0 m m 38 m m m France 29 5 16 0 29 5 16 0 34 10 10 0 Germany 1 29 32 0 0 24 40 65 53 25 60 65 33 Greece 1 78 m m m 78 m m m 68 m m m Hungary 0 22 0 0 60 20 0 0 60 35 0 0 Iceland m m m m m m m m m m m m Ireland 72 0 0 58 63 33 0 10 42 49 0 0 Israel 36 28 0 18 52 28 23 18 93 46 0 0 Italy 1 60 m m m 60 m m m 90 m m m Japan³ 0 0 0 0 m 0 0 0 m 0 0 0 Korea 59 0 m m 59 0 m m 59 0 m m Latvia 2 0 0 0 0 47 20 0 68 86 60 0 38 Lithuania 47 42 123 44 52 42 128 44 60 77 125 9 Luxembourg 38 10 19 0 38 10 19 0 29 5 28 0 Mexico 140 74 0 0 140 74 0 0 140 74 0 0 Netherlands 36 0 36 25 36 0 36 25 43 0 43 84 New-Zealand 1 24 0 0 0 24 0 0 0 24 0 0 0 Norway 24 0 m m 29 0 m m 38 0 m m Poland 2 35 14 220 83 77 21 113 63 110 80 78 4 Portugal 44 25 m m 62 25 m m 62 35 m m Slovak Republic 1 50 m m m 50 m m m 105 m m m Slovenia 81 21 0 14 73 21 17 14 83 35 7 0 Spain 45 0 0 0 45 0 0 0 45 0 0 0 Sweden 0 0 0 0 0 0 0 0 0 0 0 0 Switzerland 34 0 0 0 34 0 0 0 34 0 0 0 Turkey 49 9 67 55 98 24 39 40 113 24 39 40 United States m m m m m m m m m m m m Economies /par tner s Brazil 178 m m m 178 m m m 178 m m m Russian Federation 40 m m m 40 m m m 50 m m m England (UK) 34 0 0 0 34 44 38 0 44 44 28 0 OECD average 44 11 22 19 59 19 25 24 65 27 24 19 1. Most typical number of instruction days. For Estonia, for primary, lower secondary and upper secondary general education. For Colombia, some schools were fully closed during the period from September to December 2020 while others were partially open in hybrid mode for 65 days. 2. Minimum number of instruction days in 2020. For Poland , only for tertiary education. For Latvia, only for primary and secondary education. For Denmark, only for year 2020. 3. Colleges of technology and regular courses in Grades 1-3 in upper secondary education (vocational) are excluded in the response for upper secondary vocational programmes. Source : OECD/UIS/UNESCO/UNICEF/WB Special Survey on COVID. 20 May 2021. ANNEX © OECD 2021 41 The State of Global Education: 18 Months into the Pandemic Table A1 [2/2] • Number of instruction days schools were "fully closed" and "partially open" in 2020 and 2021, by level of education Excluding school holidays, public holidays and weekends, between 1 January 2020 and 20 May 2021 Upper secondary general education Upper secondary vocational education Tertiary education Fully closed in 2020 Fully closed in 202 1 Par tially open in 2020 Par tially open in 202 1 Fully closed in 2020 Fully closed in 202 1 Par tially open in 2020 Par tially open in 202 1 Fully closed in 2020 Fully closed in 202 1 Par tially open in 2020 Par tially open in 202 1 OECD Australia m m m m m m m m m m m m Austria 83 22 28 56 83 22 28 56 154 68 0 0 Belgium 43 5 30 79 43 5 30 79 34 0 0 0 Canada m m m m m m m m m m m m Chile 1 64 34 27 54 64 34 27 54 128 m 27 54 Colombia 1 152 0 65 69 152 0 65 74 95 0 65 72 Costa Rica 175 0 0 67 175 0 0 67 m m m m Czech Republic 64 91 55 0 62 71 57 20 77 m m m Denmark 2 20 65 50 50 20 60 50 50 20 63 31 32 Estonia 1 46 49 0 18 51 49 0 0 55 49 0 0 Finland 50 m m m 50 m m m 50 m m m France 39 10 5 16 34 10 10 16 104 0 0 75 Germany 1 23 60 70 33 23 60 70 33 m 53 0 0 Greece 68 m m m 68 m m m m m m m Hungary 79 85 0 0 79 85 13 0 85 36 33 52 Iceland m m m m m m m m m m m m Ireland 42 30 0 19 m 33 78 17 m m m m Israel 76 36 17 10 76 36 17 10 0 0 100 10 Italy 1 90 m m m 90 m m m 50 m m m Japan 3 m 0 0 0 m 0 0 0 0 0 0 0 Korea 54 0 m m 54 0 m m m 0 m m Latvia 2 86 65 0 38 76 65 0 38 86 84 0 38 Lithuania 60 72 125 14 60 72 125 14 69 90 136 0 Luxembourg 29 5 43 73 29 5 43 73 m m m m Mexico 185 79 0 0 185 79 0 0 m m 0 0 Netherlands 43 0 43 84 60 0 60 84 60 m m m New-Zealand 1 24 0 0 0 24 0 0 0 24 0 0 0 Norway 38 0 0 0 29 0 0 0 29 21 75 m Poland 2 110 80 78 4 110 80 78 4 179 84 0 0 Portugal 47 45 m m 47 45 m m m m m m Slovak Republic 1 115 m m m 115 m m m 112 m m m Slovenia 83 35 27 43 83 35 27 43 83 m m m Spain 45 0 0 0 45 0 0 0 45 0 55 85 Sweden 69 10 0 43 69 10 0 43 57 0 90 85 Switzerland 56 0 0 0 56 0 0 0 91 38 0 23 Turkey 113 38 34 42 108 38 34 42 m m m m United States m m m m m m m m m m m m Economies /par tner s Brazil 178 m m m 178 m m m m m m m Russian Federation 50 m m m 50 m m m m m m m England (UK) 44 44 28 0 44 0 28 0 59 69 0 0 OECD average 70 31 27 30 71 30 30 29 70 33 29 26 1. Most typical number of instruction days. For Estonia, for primary, lower secondary and upper secondary general education. For Colombia, some schools were fully closed during the period from September to December 2020 while others were partially open in hybrid mode for 65 days. 2. Minimum number of instruction days in 2020. For Poland , only for tertiary education. For Latvia, only for primary and secondary education. For Denmark, only for year 2020. 3. Colleges of technology and regular courses in Grades 1-3 in upper secondary education (vocational) are excluded in the response for upper secondary vocational programmes. Source : OECD/UIS/UNESCO/UNICEF/WB Special Survey on COVID. 20 May 2021. 42 © OECD 2021 The State of Global Education: 18 Months into the Pandemic References » [9] Abels, M. et al. (2020), Social Protection and Jobs Responses to COVID-19: A Real-time Review of Country Measures, World Bank Group, Washington, DC, https://documents.worldbank.org/en/publication/documents-reports/ documentdetail/281531621024684216/social-protection-and-jobs-responses-to-covid-19-a-real- time-review-of-country-measures-may-14-2021 (accessed on 18 May 2021). » [16] Burns, T. and F. Gottschalk (2019), Educating 21st Century Children: Emotional Well-being in the Digital Age , OECD Publishing, Paris, http://dx.doi.org/10.1787/b7f33425-en . » [2] Cameron, M. et al. (2021), 2019-20 National Postsecondary Student Aid Study (NPSAS:20): First Look at the Impact of the Coronavirus (COVID-19) Pandemic on Undergraduate Student Enrollment, Housing, and Finances (Preliminary Data) , National Center for Education Statistics, US Department of Education, Washington, DC, https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021456 . » [14] Education Policy Institute and Renaissance Learning (2021), Understanding Progress in the 2020/21 Academic Year: Complete Findings from the Autumn Term , Department for Education, London, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ file/994350/Understanding_Progress_in_the_2020_21_Academic_Year_Report_2.pdf . » [12] Engzell, P., A. Frey and M. Verhagen (2021), “Learning loss due to school closures during the COVID-19 pandemic”, Proceedings of the National Academy of Sciences , Vol. 118/17, p. e2022376118, http://dx.doi.org/10.1073/pnas.2022376118 . » [26] European Commission (2020), “Commission launches Youth Employment Support: A bridge to jobs for the next generation”, European Commission, Brussels, https://ec.europa.eu/social/main.jsp?catId=89&newsId=9719&furtherNews=yes&langId=en& (accessed on 26 May 2021). » [28] European Commission (2018), Education and Training Monitor 2018 , Publications Office of the European Union, Luxembourg, https://ec.europa.eu/education/sites/default/files/document-library- docs/volume-1-2018-education-and-training-monitor-country-analysis.pdf . » [29] Eurostat (2021), “Job vacancy statistics by NACE Rev. 2 activity - quarterly data [jvs_q_nace2]”, https://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=jvs_q_nace2&lang=en (accessed on 26 May 2021). » [13] Hanushek, E. and L. 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(2020), Coronavirus Pandemic (COVID-19), Our World in Data, https://ourworldindata.org/coronavirus (accessed on 29 March 2021). » [8] US Chamber of Commerce Foundation (2020), The Importance of Childcare to US Families and Businesses, US Chamber of Commerce Foundation, https://www.uschamberfoundation.org/sites/default/files/EarlyEd_Minis_Report6_121420_Final. . » [19] US Department of Commerce, Bureau of the Census (2021), Impact of the Coronavirus Pandemic on the Elementary and Secondary Education System , Institute of Education Sciences, National Center for Education Statistics, Washington, DC, https://nces.ed.gov/programs/coe/pdf/2021/tcb_508c.pdf . » [22] US Department of Commerce, Census Bureau (2021), Impact of the Coronavirus Pandemic on Fall Plans for Postsecondary Education, Institute of Education Sciences, National Center for Education Statistics, Washington, DC, https://nces.ed.gov/programs/coe/pdf/2021/tpb_508c.pdf . » [7] WHO (2019), Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years of Age, World Health Organization, Geneva, https://apps.who.int/iris/handle/10665/311664 (accessed on 22 June 2021). » [20] World Bank (2020), The COVID-19 Crisis Response: Supporting Tertiary Education for Continuity, Adaptation, and Innovation, The World Bank, Washington, DC, https://openknowledge.worldbank.org/handle/10986/34571 (accessed on 4 June 2021). This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Photo credits: Cover © Shutterstock/Prostock-studio; © Shutterstock/Drazen Zigic; © Shutterstock/mother_ana; © Shutterstock/Prostock-studio. The use of this work, whether digital or print, is governed by the Terms and Conditions to be found at http://www.oecd.org/termsandconditions . The OECD is compiling data, information, analysis and recommendations regarding the health, economic, financial and societal challenges posed by the impact of coronavirus (COVID-19). Please visit our dedicated page for a full suite of coronavirus-related information. Connect with us: edu.contact@oecd.org @OECDEduSkills https://oecdedutoday.com/ OECD Education and skills https://www.oecd-ilibrary.org/education @oecd_education_skills Visit www.oecd.org Find out more on the survey at https://www.oecd.org/education/state-of-school-education-one-year-into-covid.htm For more information, contact edu.contact@oecd.org Yüklə 0,65 Mb. Dostları ilə paylaş:
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