Supporting equitable learning in low-income countries in Asia: Readiness, Response, and Recovery

Since the pandemic began, most research in low-income contexts has focused on student learning loss. However, little information has been gathered on the ways in which systems, schools, teachers, and families supported equitable continuity of learning for students in the Asia region. 

Accordingly, this session presents the findings of a recently completed, large-scale mixed method study across three countries in central and Southeast Asia: The Kyrgyz Republic, Lao PDR, and the Philippines.  Conducted over eighteen months, the focus of the research was to understand which policies and practices work best to promote inclusion, safety, learning, and achievement for all students, during periods of crisis and beyond. The research also sought to highlight system and school responses that can support marginalised students, including those impacted by a lack of resources, linguistic barriers, mental health challenges, and community violence.

The study was guided by an original analytical framework, which drew upon the domains of readiness, response, and recovery, and which was used to develop original instruments and guide data analysis. The framework allowed for examination of the interactions between system, school, and community, in providing opportunities for all children to participate in education. Study methods included a document review of national policy and planning materials, surveys with school leaders, teachers, and carers, and interviews with system leaders, donors, and other national representatives.

Based on a comprehensive analysis of qualitative and quantitative data, the session highlights the ways in which these three low-income countries have supported students and communities during the pandemic, identifying quality teacher practice as key to system resilience and equitable student learning. Importantly, the findings offer an alternative narrative to studies highlighting deficits in education systems in Asia, which provide an innovative lens for policy makers, practioners, and other researchers exploring ways to transform education.