Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Table A4.1•Countries whose plans to reopen schools are known Country Number of Country Number of respondents respondents Austria Belgium 1 France 1 Chile 2 Colombia 1 Georgia 1 Costa Rica 1 Croatia 1 Germany 1 Dominican Republic 1 Finland 1 Greece 10 France 1 Georgia 1 Iceland 1 Estonia 2 Finland 1 Japan 1 1 2 Mexico 1 Norway 1 Portugal 2 Republic of Korea 1 Spain 1 Uruguay © OECD 2020 51
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Appendix B. The views of teachers and school administrators Table B1.1•To which countries do the responses provided in this survey refer? Country Number of Country Number of respondents respondents Argentina Brazil 3 Jordan 1 Canada 12 Central African Republic 2 Kazakhstan 2 Chile 517 China 3 Madagascar 1 Colombia 1 Croatia 3 Mexico 119 Dominican Republic 3 Ecuador 1 Nigeria 15 France 5 Indonesia 1 Pakistan 1 Italy 1 Jamaica 3 Peru 11 1 63 Portugal 993 217 Russian Federation 3 Spain 1 Timor-Leste 1 Tunisia 1 United States of America 1 Uruguay 52 © OECD 2020
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Table B2.1•Primary level, number of instructional days already spent at home Country Number of Median Mean Standard respondents Deviation Argentina Brazil 3 00 0 Canada Central African Republic 2 27.5 27.5 3.54 Chile Colombia 3 24 18.67 16.65 Croatia Dominican Republic 3 0 8.33 14.43 Ecuador France 1 35 35 NA Indonesia Italy 3 27 27 5 Jamaica Jordan 63 31 23.51 17.31 Kazakhstan Madagascar 217 25 21.04 23.68 Mexico Nigeria 3 30 23.33 20.82 Pakistan Peru 1 0 0 NA Portugal Russian Federation 1 0 0 NA Spain Timor-Leste 1 41 41 NA Tunisia United States of America 1 30 30 NA Uruguay 1 30 30 NA 12 0 2.42 8.37 2 21.5 21.5 4.95 517 0 12.57 25.13 1 0 0 NA 1 30 30 NA 119 0 20.88 50.35 3 22 15.67 13.65 15 30 31.27 11.51 5 26 16.8 15.39 1 0 0 NA 1 46 46 NA 11 0 15 21.08 1 29 29 NA © OECD 2020 53
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Table B2.2•Primary level, estimated number of additional instructional days to be spent at home Country Number of Median Mean Standard respondents Deviation Argentina Brazil 3 00 0 Canada Central African Republic 2 35.5 35.5 7.78 Chile China 3 7.5 7.5 10.61 Colombia Croatia 3 20 21.67 2.89 Dominican Republic Ecuador 1 40 40 NA France Indonesia 1 0 0 NA Italy Jamaica 3 35 40 22.91 Jordan Kazakhstan 63 6 70.65 344.67 Madagascar Mexico 217 1 23.33 35.17 Nigeria Pakistan 3 30 30 30 Peru Portugal 1 0 0 NA Russian Federation Spain 1 0 0 NA Timor-Leste Tunisia 1 20 20 NA United States Uruguay 1 0 0 NA 1 10 10 NA 12 0 0.83 2.89 2 8 8 5.66 517 0 10.07 16.06 1 0 0 NA 1 22 22 NA 119 0 35.22 65.65 3 9 17 22.11 15 0 2.93 6.08 5 14 16.4 17.07 1 0 0 NA 1 90 90 NA 11 0 5.73 10.43 1 0 0 NA 54 © OECD 2020
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Table B2.3•Lower secondary level, number of instructional days already spent at home Country Number of Median Mean Standard respondents Deviation Argentina Brazil 3 29 19.67 17.04 Canada Central African Republic 2 27.5 27.5 3.54 Chile China 3 24 26 5.29 Colombia Croatia 3 00 0 Dominican Republic Ecuador 1 35 35 NA France Indonesia 1 0 0 NA Italy Jamaica 3 27 27 5 Jordan Kazakhstan 63 0 11.08 16.59 Madagascar Mexico 217 0 12.98 25.23 Nigeria Pakistan 3 30 23.33 20.82 Peru Portugal 1 35 35 NA Russian Federation Spain 1 0 0 NA Timor-Leste Tunisia 1 41 41 NA United States Uruguay 1 30 30 NA 1 30 30 NA 12 20 20.33 11.06 2 21.5 21.5 4.95 517 0 11.85 21.86 1 13 13 NA 1 30 30 NA 119 0 13 17.28 3 22 15.67 13.65 15 30 27.73 15.98 5 26 16.8 15.39 1 40 40 NA 1 46 46 NA 11 0 10.73 18.56 1 29 29 NA © OECD 2020 55
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Table B2.4•Lower secondary level, estimated number of additional instructional days to be spent at home Country Number of Median Mean Standard respondents Deviation Argentina Brazil 3 00 0 Canada Central African Republic 2 35.5 35.5 7.78 Chile China 3 32.5 32.5 24.75 Colombia Croatia 3 20 15 13.23 Dominican Republic Ecuador 1 40 40 NA France Indonesia 1 0 0 NA Italy Jamaica 3 35 40 22.91 Jordan Kazakhstan 63 0 8.41 16.14 Madagascar Mexico 217 0 13.64 31.99 Nigeria Pakistan 3 30 30 30 Peru Portugal 1 14 14 NA Russian Federation Spain 1 0 0 NA Timor-Leste Tunisia 1 20 20 NA United States Uruguay 1 0 0 NA 1 10 10 NA 12 11.5 11.17 11.3 2 8 8 5.66 517 0 9.6 16 1 40 40 NA 1 22 22 NA 119 0 27.79 54.99 3 12 18 21.63 15 0 2.93 6.08 5 14 16.4 17.07 1 20 20 NA 1 90 90 NA 11 0 3 6.71 1 0 0 NA 56 © OECD 2020
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Table B2.5•Upper secondary level, number of instructional days already spent at home Country Number of Median Mean Standard respondents Deviation Argentina Brazil 3 0 10 17.32 Canada Central African Republic 2 30 30 0 Chile China 3 24 18.67 16.65 Colombia Croatia 3 20 19.33 19.01 Dominican Republic Ecuador 1 35 35 NA France Indonesia 1 0 0 NA Italy Jamaica 3 32 774.67 1290.67 Jordan Kazakhstan 63 0 20.79 51.86 Madagascar Mexico 217 23 19.23 21.37 Nigeria Pakistan 3 30 23.33 20.82 Peru Portugal 1 35 35 NA Russian Federation Spain 1 5 5 NA Timor-Leste Tunisia 1 41 41 NA United States Uruguay 1 30 30 NA 1 30 30 NA 12 21 24.25 11.51 2 19 19 1.41 517 24 76.17 903.58 1 13 13 NA 1 30 30 NA 119 5 20.01 31.23 3 25 27.33 6.81 15 30 22.47 17.32 5 29 29.6 4.93 1 40 40 NA 1 46 46 NA 11 30 30.09 12.83 1 29 29 NA © OECD 2020 57
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Table B2.6•Upper secondary level, estimated number of additional instructional days to be spent at home Country Number of Median Mean Standard respondents Deviation Argentina Brazil 3 0 24 41.57 Canada Central African Republic 2 38 38 4.24 Chile China 3 7.5 7.5 10.61 Colombia Croatia 3 20 16.67 15.28 Dominican Republic Ecuador 1 40 40 NA France Indonesia 1 0 0 NA Italy Jamaica 3 35 40 22.91 Jordan Kazakhstan 63 0 23.94 68 Madagascar Mexico 217 0 18.22 28.58 Nigeria Pakistan 3 30 30 30 Peru Portugal 1 14 14 NA Russian Federation Spain 1 10 10 NA Timor-Leste Tunisia 1 20 20 NA United States Uruguay 1 0 0 NA 1 10 10 NA 12 12 11.42 11.35 2 10 10 2.83 517 20 701.01 15045.17 1 40 40 NA 1 221 221 NA 119 0 195.51 1559.6 3 33 29 15.39 15 0 2.93 6.08 5 37 57.6 52.79 1 20 20 NA 1 60 60 NA 11 15 22.64 27.9 1 0 0 NA 58 © OECD 2020
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Table B3.1•Considering the support provided by teachers and schools and other modalities, about what percentage of the students were able to access all or most of the school curriculum, a good amount, not much, or none at all Student access, by country Country Number All or most A good Some, but Very little of respon- of the curri- amount not much or none Argentina dents culum Brazil Canada 3 96.33 31.67 1.33 0.67 Central African Republic Chile 2 35 47.5 15 2.5 China Colombia 3 0 33.33 0 0 Croatia Dominican Republic 3 75 25 0 0 Ecuador France 1 75 10 10 5 Indonesia Italy 1 NaN 54 0 0 Jamaica Jordan 3 85 30 10 2 Kazakhstan Madagascar 63 75.3 22.51 2.79 0.71 Mexico Nigeria 217 55.76 37.18 7.66 3.35 Pakistan Peru 3 66.67 31.67 0 0 Portugal Russian Federation 1 80 5 5 5 Spain Timor-Leste 1 96 4 0 0 Tunisia United States 1 100 0 0 0 Uruguay 1 98 100 100 0 1 100 80 0 0 12 89.5 9.58 0 0 2 0 1 34 65 517 69.11 33.13 11.15 6.76 1 80 90 0 0 1 80 18 1 1 119 68.56 35.49 6.21 3.14 3 90 8.33 1.67 0 15 72.67 50.6 1.6 0.87 5 54.4 38.4 14 1.2 1 30 30 10 30 1 10 20 10 60 11 65.45 15.33 1.91 1 1 95 5 0 0 © OECD 2020 59
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education Appendix C. Senior officials by country Data accessible at: http://www.oecd.org/education/Appendix-C-Senior-Officials-by-Country.xlsx Appendix D. Teachers by country Data accessible at: http://www.oecd.org/education/Appendix-D-Teachers-by-country.xlsx 60 © OECD 2020
Schooling Disrupted, Schooling Rethought: How the Covid-19 pandemic is changing education 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 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. Notes on Cyprus: Note by Turkey: The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus. Photo credits: Cover © Shutterstock/MIA Studio; © Shutterstock/Oksana Kuzmina Except where otherwise noted, content in this work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO (CC BYNC- SA 3.0 IGO). For specific information regarding the scope and terms of the licence as well as possible commercial use of this work or the use of PISA data please consult Terms and Conditions on www.oecd.org. © OECD 2020 61
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