The COVID-19 pandemic shocked schools and education systems around the world, affecting educational opportunity. For many students, the pandemic resulted in the loss of knowledge, skills, and previously mastered subject matter. Additionally, many students became disengaged with school, and in some countries the dropout levels rose. These effects were especially pronounced among disadvantaged students, which led to increases in educational inequality within nations. The effects were also more pronounced in the Global South, which led to increases in educational inequality among nations. This booklet draws on research-based knowledge generated during the COVID-19 crisis and on previous research on germane topics, to suggest a framework that supports the development of contextually relevant educational strategies to teach during and after the pandemic. It is structured in three sections, representing three main pillars: (1) Assess how the context has changed for students, families, teachers, communities, and the education delivery system; (2) Develop a strategy to teach during the outbreak or to recover from one; and (3) Increase the capacity of schools, teachers, school leaders, students, families, and the education system. Each of the three pillars, in turn, involves a series of interdependent actions. This document examines the actions to be considered within these three pillars. The booklet is addressed to education administrators at the school and system level. It was written with the acknowledgment that the pandemic is still ongoing in much of the world, and that interruptions to education in many parts of the world are likely to continue through 2022, and perhaps beyond.