This paper draws on lessons from a webinar organised by the Impact Initiative that explored how researchers need to think differently about impact for education policy and practice in the context of Covid-19. It provides insights from education policy actors and researchers on how they are adapting their thinking on the types of impact that can be achieved in the context of Covid-19.
The effects of Covid-19 have been far reaching. Beyond being a recognised global health emergency, it has wide-ranging effects on children’s schooling around the world. As a result of school closures, 1.2 billion1 learners are estimated to be out of school,2 with expectations that the most vulnerable children in poorer countries around the world may not return. A further 258 million children and youth were already out of school.3 The reliance on education technology and parental support to home learning is often not a feasible alternative to many of these children, meaning that they will face a significant loss in learning from an already extremely low base. UNESCO estimates that around 250 million children were not able to achieve the basics in literacy even before the pandemic.
