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Title page 1

Contents 4

Contributors 7

Acknowledgments 9

Foreword 10

1. Introduction 12

References 15

PART I. Aspects of Education System Resilience 16

2. Education System Resilience: Committing, Measuring, and Aligning for Learning 17

2.1. Introduction 17

2.2. Learning Implications of School Disruption 18

2.3. Principles for Learning Resilience 21

References 24

3. Structures, Processes, and People: Creating Optimism and Resilience for Future Education Systems 26

3.1. Introduction 26

3.2. Singapore and Its Education System 27

3.3. Characteristics of Resilient Education Systems 28

3.4. Conclusion 36

References 38

PART II. Country-Specific Experiences 40

4. In Pursuit of a Resilient Education System: Lessons from the Republic of Korea's Response to the Pandemic 41

4.1. Introduction 41

4.2. Three Phases of the Education System's Response to the Pandemic 42

4.3. Lessons from the Republic of Korea's Response to the Pandemic 47

References 51

5. Learning Through Disruption: Insights from Adaptive Policymaking in School Education During the Pandemic in Kerala, India 52

5.1. Introduction: A Tale of Two Regions and Two Sectors 52

5.2. Kerala's Proactive Measures in Education During the Pandemic 54

5.3. The Devastating Impact on Learning and Children's Well-Being 55

5.4. Key Focus Areas for Policymaking in Complex Adaptive Systems 56

5.5. Approaches to Implementing Adaptive Policymaking 59

5.6. Conclusion: Every Disruption a Learning Opportunity 63

References 65

6. The Asymmetric Effect of Conflict on Education: Lessons from the West Bank 66

6.1. Conflict and Education 66

6.2. Conflict and Education in the West Bank During the Second Intifada 67

6.3. Mechanisms Behind the Effect of Conflict on Education 69

6.4. Policy Implications of Our Findings 71

6.5. Concluding Remarks 73

References 75

7. Lessons from Government and Community-Based Efforts to Mitigate Learning Losses During the Pandemic in Cambodia 78

7.1. Introduction 78

7.2. Responses to COVID-19 Learning Disruption and Recovery Measures 79

7.3. Learning Loss 81

7.4. Roles of Communities and Parents to Maintain Learning Continuity 81

7.5. Conclusion 85

References 86

8. The Escuela Nueva Learning Circles: Learning in Emergency Situations 87

8.1. Introduction 87

8.2. Escuela Nueva Learning Circles 88

8.3. The ENLC Model 89

8.4. Evidence of Impact 92

References 95

9. Learning Through Emergencies: Using Mobile Phones to Deliver Quality Education in the Philippines 96

9.1. Introduction 96

9.2. Overcoming Key Challenges 99

9.3. Outcomes 100

9.4. Lessons Learned 103

References 105

10. Digitally Enabled Learning Teams: Community, Technology, and Schools Teaming Up 107

10.1. The Digital Saathi Program 109

10.2. Program Impact 110

10.3. Postpandemic Use of the Digital Saathi Program and Its Benefits 110

References 113

11. Learning Against the Tide: Making the Education System Flood-Resilient in Bangladesh 114

11.1. Introduction 114

11.2. Descriptive Evidence of the Impact of Floods on Education 116

11.3. Policies and Interventions 122

11.4. Concluding Remarks: Policy Suggestions 124

References 127

PART III. Building Resilience 129

12. Ahead of the Game: Improving Education Systems Now to Prepare for Future Disruptions 130

12.1. The Progress Needed Toward Resilience 130

12.2. Understanding Edtech's Limits for System Resilience 133

12.3. Strengthening Classroom Instruction: The Key to Education Resilience 134

12.4. Leveraging Edtech to Enhance Classroom Learning 136

12.5. Ensuring Sound Policy Design for Education Interventions 141

12.6. Conclusion 142

References 144

13. Transforming Education Systems for a Climate-Resilient and Sustainable Future 149

13.1. Introduction 149

13.2. Advocating for Climate-Smart Education Systems: An Evidence-Based Case for Policymakers 150

13.3. Envisioning the Blueprint: Seven Dimensions of a Climate-Smart Education System 152

13.4. Conclusion 158

References 160

Tables 6

Table 4.1. Guidelines for Online and Offline Classes by Social Distancing Level 47

Table 4.2. Summary of Education System Response to the Pandemic 48

Table 8.1. Escuela Nueva Versus Conventional School 90

Table 11.1. Sample Educational Institutions and Their Size 117

Table 11.2. Types of Vulnerability by Educational Institutions Located in Flood-Affected Areas 118

Table 11.3. Monetary Loss Due to Floods 118

Table 11.4. Damage Due to Floods That Institutions Could Not Recover from Most Recent Flood 119

Table 11.5. Number of Days of School Closures, 2014 120

Table 11.6. Dropout Due to Floods 120

Table 11.7. Subject-Wise Learning Loss Due to Floods 121

Table 11.8. Key Aspects of a Resilient Education System 123

Figures 6

Figure 4.1. Daily Confirmed Cases of COVID-19 and Major Responses in the Education System in the Republic of Korea, 2020 43

Figure 9.1. mEducation Includes Weekly Text Messages with Mathematics Problems and Phone Tutorial Sessions 98

Figure 9.2. mEducation Was Highly Effective at Improving Learning Across All Operations 101

Figure 9.3. DepEd Teacher Aides and Classroom Teachers Proved Equally Effective in Teaching Children Through mEducation 102

Figure 9.4. mEducation Is Among the Most Effective Remedial and Edtech Interventions 102

Figure 13.1. Global Partnership for Education Framework for Action 153

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