Blog
Lessons from COVID-19: Getting remote learning right
18 May 2020

12-year-old Elizabeth Achieng in Kibera, Kenya studies at home by watching an education TV channel called EDU TV. The on screen teacher is delivering a social studies lesson
This blogpost summarizes recommendations for policy makers and explores 3 good practices for equitable remote learning, based on recent research conducted using data on education responses to COVID-19 from UNICEF staff in 127 countries.
To help contain the spread COVID-19, schools have closed around the world, at its peak putting approximately 1.6 billion or 91% of the world’s enrolled students out of school (UNESCO). Governments and education stakeholders have responded swiftly implementing remote learning, using various delivery channels, including digital tools, TV/radio-based teaching, and take-home packages. The massive scale of school closures has laid bare the uneven distribution of technology to facilitate remote learning and the lack of preparedness of systems to support teachers, and caregivers in the successful and safe use of technology for learning.Key recommendations to education policy makers for COVID-19 and beyond:
- Education systems need a ‘Plan B’ for safe and effective learning delivery when schools are closed. Producing accessible digital and media resources based on the curriculum will not only allow a quicker response, but their use in ordinary times can enrich learning opportunities for children in and out of school.
- Infrastructure investment in remote and rural areas to reach marginalized children should be a priority. Initiatives like Generation Unlimited and GIGA, can democratize access to technology and connectivity, increasing options for remote learning delivery and speeding up response during school closures.
- Teacher training should change to include management of remote ‘virtual’ classrooms, improving presentation techniques, tailoring follow-up sessions with caregivers and effective blending of technology into lessons.
- Further applied research for learning and sharing what works is more important than ever. Increased focus on implementation research is needed to develop practical ways to improve teacher training, content production, parental engagement, and to leverage the use of technologies at scale.
Practices for more equitable remote learning
Given the digital divide use multiple delivery channels
Large inequities exist in access to internet around the world as illustrated by figure 1 below. Governments are increasing access to digital content for children where possible, by negotiating to not charge data costs for education content (Rwanda, South Africa, Jordan).

Strengthen support to the teachers, facilitators and parents delivering remote learning
Access to content is only the first step in remote learning. Countries are supporting caregivers who have been thrust into teaching at home, with tutoring materials, webinars/helplines to answer their questions (North Macedonia, Uruguay). Countries are engaging with caregivers, to not only support learning but to, provide psychosocial support to children (Bhutan, Cameroon, Ecuador, Eswatini, Guatemala, Oman, India), provide tips for children’s online safety (North Macedonia, Serbia) and engage with families to allow girls to continue learning remotely rather than increasing their household duties (Ghana).
Gather feedback and strengthen monitoring of reach and quality
Countries have engaged in a variety of measures to collect feedback, and to understand the usage and effectiveness of different delivery channels. Monitoring of reach and quality for remote learning remains a challenge for many countries. While there is great need to understand how COVID-19 has impacted children, education actors must take care to ensure that any data collection exercise from children follows ethical considerations and, first and foremost does no harm (Berman, 2020). Several countries are using simple tools (SMS in Tanzania, Chatbots in Mongolia) to gather feedback from parents to improve remote learning. Serbia, South Africa, Kazakhstan and Azerbaijan have incorporated assessment tools within digital platforms. 