COVID-19 EDUCATION: CONTIGENCY PLANNING, RISK REDUCTION,
PREPAREDNESS AND RESPONSE FRAMEWORK
RISK REDUCTION AND PREPAREDNESS
Support Government with education sector risk assessments, contingency and response
plans
Advocate and support governments for schools, teachers and families to be prepared for
school closures and school re-opening
RESPONSE 1
Implement the safe school operations guidance with government and local partners
RESPONSE 2
Develop context appropriate strategies for continuous learning that allow pupils,
teachers and schools to utilize flexible and remote/ home-based learning, which may
include homework assignments, reading material, Radio, TV, online content, and
internet-based learning
MONITORING AND EVALUATION
Develop and implement simple monitoring and evaluation systems of learning activities
and education response plans (to feed into country, regional and global SitReps and post-
action evaluations).
Please note this document is aligned with and complementary to Programme guidance for
COVID-19 (see here).
KEY CONSIDERATIONS
RESPONSE 1: IMPLEMENT THE SAFE SCHOOL OPERATIONS GUIDANCE WITH GOVERNMENT
AND LOCAL PARTNERS
CONTINGENCY PLANNING AND PREPAREDNESS
Develop costed contingency plans for school closure and/or re-opening of schools
Support Government as required with education sector risk assessments, and the
development of contingency and response plans for the closure and/ or re-opening of
schools
Contingency Plans should include all areas included in the Key messages and Actions for
COVID-19 Prevention and Control in Schools (see here) as well as:
o supply needs, expanded considerations for remote/distance learning
o specific activities for reaching the most vulnerable children (children on the move,
with disabilities, minorities)
o specific activities for non-formal education settings (camps, madrassas, etc.)
Consider any challenges with regards to gender differences or for children with disabilities
in accessing home-based learning
Identify the most vulnerable groups who may need additional support.
Consider how teachers will stay engaged with their classes and students to monitor
progress, assign new lessons and to give required PSS - or share information on referral
services.
Identify the mechanism to support learning that will reach the most children (see decision
tree)
Consider needs to support Government with - preparing learning packages (texts,
worksheets, reading materials), prepare for radio/ tv programme development, identify
online learning options, establishment of teacher. Class contact groups with partners/
caregivers. In several countries, teachers are either conducting home visits to check
assignments on children’s progress, or checking via the phone, WhatsApp, email etc.
If safe to do so, consider identifying locations for small groups of children to meet with their
teacher on a regular basis.
Where actions are cross- sectoral liaise with colleagues from WASH, C4D, Child Protection
etc.
Please note, pay attention to Gender- (evaluations show that this has not been adequately
addressed in all previous EVD responses).
If your target population cannot access regular affordable connectivity, but online learning
is a good option otherwise, then engaging with the appropriate Government Office (e.g.
Ministry of Telco, Infrastructure, etc.) to request learning sites and applications to be zero-
rated is of priority. This will enable affordable access to the tools described in the
accompanying linked document.
IMPLEMENT THE SAFE SCHOOL OPERATIONS GUIDANCE WITH GOVERNMENT AND LOCAL
PARTNERS
Consider needs of supporting government to contextualize the guidance, including
translation into local languages
Response 2: ENSURE CONTINUTIY OF LEARNING
Please see accompanying The continuous remote learning decision tree (see here).
CONTINGENCY PLANNING AND PREPAREDNESS
Identify who the most vulnerable children will be in the case of schools being closed.
Teachers should obtain the phone numbers of the parents/ caregivers of the children in
the class and create WhatsApp groups (or other communication applications) to
facilitate discussions, check in on children’s progress and share more assignments.
Ensure referral mechanisms are in place should MH issues be apparent from home visits
Hold parents’ evenings to discuss the plans
Hold meetings with the governance bodies (SMCs, board of governors)- so all are aware
Visit/ Phone homes where parents/ guardians are unable to come to the school.
Ensure referral mechanisms are in place should MH issues be apparent over the school
closure period
A community engagement approach with clear communication and information sharing
is important in all situations, as is promoting positive learning environment and
practices at home, including:
a. Reading together
b. Playing together
If your target population (students, parents, teachers) DOES NOT HAVE access to affordable
connectivity and devices (mobile, desktop) at home
Printed: Consider paper based individual home learning assignments. (textbooks, pamphlets,
worksheets, reading books etc.).
Schools should prepare reading and assignment packages- following the curriculum
Identify the textbooks and reading books that would be sent home and prepare the
necessary release slips for these.
If safe to do so identify locations for small groups of children to meet with their teacher on
a regular basis,
Teachers could be deployed for home visits to check assignments on children’s progress.
Use WhatsApp- (see above), or U-report, home visits to check children are listening,
engaging and learning
TV: Past evidence has shown that delivering curriculum via television can be an effective way of
maintaining the learning process and student engagement. Checking in with parents and
caregivers on children’s engagement with the programmes are an important part of the
monitoring process.
Governments may choose this option if there is wide tv coverage and programmes are already
prepared, easily accessible or the necessary infrastructure to create new programmes quickly
(including programmes from neighbouring countries in the same languages). To create
programmes:
Use the visual medium to its maximum potential.
Broadcast and make the programmes available for catch up if possible
Try and ensure diverse representation of presenters
Do engage lively enthusiastic presenters to deliver the lessons.
Lessons should be as interactive as possible, promote play and games
There is potential for children and youth to also present in the programmes
You may consider also include key messages on combating stigma and promoting
preventative measures at the beginning and end of lessons
Consider sign language, and subtitles for children with disabilities
Radio: Radio delivery of the curriculum has been used in several contexts when access to school
has been disrupted.
If radio programmes are already available, or easily obtained consider the following actions:
Widely disseminate schedule of the programmes within schools and communities
and ensure the schedule is adhered to (lesson learnt- if you move programs around
people stop listening)
Broadcast on to get the widest catchment of children (either Governments networks
or negotiate space on multiple private radio stations as required).
If radio programmes are not widely available but the required infrastructure is available to
quickly develop and air programmes, in addition to the above consider the following actions
(from lessons learnt)
Do engage lively enthusiastic communicators to deliver the lessons.
Follow the curriculum
Broadcast live, and make the programmes available for download
Use quizzes and promote games
Encourage children and youth to also present in the programmes
Lessons should be as interactive as possible
Beginning and end of lessons can include key messages on combating stigma and
promoting preventative measures
Widely disseminate schedule of the programmes within schools and communities
and ensure the schedule is adhered to (lesson learnt- if you move programs around
people stop listening)
Broadcast on to get the widest catchment of children (either Governments
networks or negotiate space on private radio stations).
For both radio and TV distance learning, teachers could be deployed for home visits to check
assignments on children’s progress. Use WhatsApp- (see above), or U-report, home visits to
check children are listening, engaging and learning
If your target population cannot access regularly affordable connectivity due to cost, but
online learning is a good option,
Please consider engaging with the appropriate Government Office (e.g. Ministry of Telco,
Infrastructure, etc.) to request learning sites and applications to be zero-rated is of priority.
This will enable affordable access to the tools described above.
Consider how teachers will support to children’s learning- such as checking children’s progress,
giving new assignments. This is relevant for all the different options for continuous learning,
and may be by conducting home visits or checking via the phone, WhatsApp, email etc.
If your target population (students, parents, teachers) HAS ACCESS to affordable connectivity
and devices (mobile, desktop) at home:
Individual Learning:
There are several free tools that can be leveraged to support individual learning at home.
Depending on your country, you may decide to reach out directly to households, via
communication and communication for development campaigns, to inform caregivers and
students of tools that can be used to engage in digital learning during school closure.
Among those tools are:
1. Digital reading materials
African Storybook. Provides open access to picture storybooks in 189 languages spoken
in the African content. Can be played in desktop and mobile. For more information:
https://www.africanstorybook.org/
eLimu. Digital educational content provider in East Africa. Its ‘Hadithi, Hadithi!’ app aims
to improve literacy rates for 6 and 7-year-olds in the first two years of primary
education through interactive stories. These stories are written by local teachers and
illustrated by artists across East Africa. Available on mobile and desktop, and via Google
Play. For more information: http://e-limu.org/hadithi-hadithi/
Global Digital Library. Promotes early-grade literacy by making digital storybooks and
other reading materials available in multiple languages. Can be played on a desktop.
Multiple languages. More information: https://www.digitallibrary.io/
Let’s Read. Digital library of books for children in Asia. Currently it includes over
2,500 books in 25 languages. Can be played via mobile and desktop; also available on
Google Play. For more information: https://asiafoundation.org/what-we-do/books-for-
asia/lets-read/
StoryWeaver. Digital repository of multilingual stories for children. Can be played in
mobile and desktop. More information: https://storyweaver.org.in/
Worldreader. Provides free access to a large library of digital books and stories that can
be accessed via mobile and desktop devices. Available on Google Play Store. More
information: https://www.worldreader.org/
2. Learning applications:
a. Language learning:
Akelius. Language learning application and web-based platform, focusing on students
without basic literacy in their mother tongue that need to learn a second language (ex.
refugees, migrants). Mobile, Desktop, and available on Google Play. Available
languages: Greek, English, French, Swedish. Access here:
https://www.akelius.com/en/language-course or download app on Google Play.
Duolingo. Language learning application can be accessed via Mobile and Desktop.
Available on Google Play, App Store. More information here:
https://www.duolingo.com/
b. Basic Literacy or numeracy:
Google Bolo. Application to support literacy. Available for mobile on Google Play in
India and test countries. Multiple languages. For more information: Search on
Google Play if it is available in your country.
Age of Learning (ABC Mouse and other products). Products that support early literacy
and numeracy. For COVID-19 response the company provided UNICEF a download code
to make its suite of products free to affected households during school closures.
Available in English and (partially) in Spanish.
3. Learning platforms with diverse content (esp. useful for older, motivated learners, or with
active engagement of caregivers/teachers)
Alison. Free online courses on diverse subject areas. Available on desktop. Available
languages: English, Spanish, French, Italian, and Portuguese. Access here:
https://alison.com/
Coursera. Online courses taught by instructors from recognized universities and
companies. Mobile and Desktop. Most courses in English.
https://www.coursera.org/
Edraak. Free online education in Arabic for K-12 and continuous learning. Can be
accessed on desktop. For teachers, learners, and parents. More information:
https://www.edraak.org/en/
EdX. Free online courses from educational institutions worldwide. Available on mobile
and desktop. Available on Apple store, Google Play. Most courses are in English.
https://www.edx.org/
EkStep. An open learning platform with a collection of learning resources in literacy &
numeracy. Mobile and Desktop. Available on Google Play. Mostly in English.
Learner-facing content access tool. More information: https://ekstep.in/
Khan Academy. Free online courses, lessons and practice. Mobile and Desktop.
Available on Google Play, App Store, Amazon App Store. Multiple languages. More
information: https://www.khanacademy.org/
Kolibri. Open-source digital learning platform designed for resource-constrained
communities capable of running offline. Can be played on desktop. Multiple languages.
More information: https://learningequality.org/kolibri/
Alternative delivery channels for curriculum:
If you have access to digitized curriculum, continuing the learning process digitally is an option.
Given the connectivity available and tools that teachers and learners have access to, there are
several possible tools to choose from:
1. The Learning Passport (UNICEF supported):
If you have the national curriculum in digital form or if you have textbooks that you can
scan into PDF, the Learning Passport is a vehicle you can use to provide curriculum to
students with an internet connection at home. The Learning Passport is a platform
developed by UNICEF (with partners Cambridge University and Microsoft) that can
provide your national curriculum, with supplemental video content, to any student with
an internet connection.
The learning passport team will set up a space for your country and curriculum and help
you structure this curriculum into lessons that students can use. Each student will be
able to create an account which will be used to track their progress through different
lessons and subjects, thereby creating an individual record of learning per student,
which teachers can track.
Anyone can access the Learning Passport platform via an internet browser, on a phone,
tablet, or computer. Reach out to: [email protected] for more
Social Media, Messaging and Internet Platforms
1. Digital Classrooms: Microsoft Teams, Google Classroom, many others: While the
requirements of good and consistent connectivity may be a barrier, these tools create a
digital classroom environment, with multiple functionalities that recreate a physical
classroom environment online, like group and individual activities and assignment
functionalities, and classroom management options.
2. Video Conferencing Platforms: Skype, Zoom, Microsoft Teams, others: Video
communications platforms where teachers can simulate classroom activities, over video,
with students. Note that these options often require relatively good connectivity.
3. Messaging Platforms: WeChat, Telegram, Whatsapp, Slack, others: One on one or
group-based communication channels, where a teacher can interact with students
individually or in groups, give assignments, create Q&A sessions, or mirror other class-
based activities, via mobile phones.
4. Youtube: A teacher can upload video recordings of lessons or create a playlist of
material that maps to your curriculum, that students can watch.
