Mitigating Learning Disruption During Covid-19: Evidence from India

Abstract

Long school closures in India during the pandemic caused significant learning disruption, with particularly adverse consequences for marginalised girls and boys. Data from large-scale representative surveys does not show a massive fall in enrolment because of the closures. However, low levels of basic reading and maths skills among school-age children are concerning. In response, various centrally managed interventions took place during the pandemic (e.g. to encourage enrolment, including through social protection). Schools also undertook measures with a more direct bearing on children’s learning. Continued efforts are needed to reach severely disadvantaged children who are not enrolled.