Digital contact tracing tools were developed to decrease the spread of COVID-19 by supplementing traditional manual methods. Although these tools have great potential, they were developed rather quickly resulting in tools with varying levels of success. The main issues with these tools are over privacy and who might have access to the information…

In this paper we make a case for 'Little Data', which is real-time, self-collected, idiosyncratic datasets maintained by individuals about themselves on myriad topics. We develop and offer a methodology for combining these messy, highly personal insights, to make deductive observations about collective practices. In testing this approach, we use…

The Covid-19 pandemic has created global disruption in education. It has served to highlight pre-existing inequalities, at the same time as it has stimulated new forms of educational provision, notably 'online learning'. This article focuses on the debates and conflicts provoked by the pandemic's impact on schooling in England. It aims to show how…

By 16 March 2020, most education systems in the EU neighbourhood and Central Asia had closed their schools. In a matter of days, some distance learning was offered in most systems and in the ensuing weeks, most countries steadily broadened the offer and the extent of participation. This short report aims to describe what happened in the countries…

By the end of March 2020, all public schools in the United States were closed to slow the spread of the novel coronavirus SARS-CoV-2. More than 50.8 million children stayed home as school systems scrambled to transition to remote or hybrid learning platforms. While the decision to close schools was difficult, the debate over when and how to reopen…

The higher education experience was markedly different than usual for those enrolling during the COVID-19 pandemic. Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust…

The end of the school year is approaching in most countries of the EU neighbourhood and Central Asia. Most countries closed schools and all forms of face-to-face education and training in mid-March/early April 2020. As the crisis progresses, a stable picture is emerging. Countries have passed through similar stages since the outbreak: being…

A new look at children from the world's richest countries offers a mixed picture of their health, skills and happiness. For far too many, issues such as poverty, exclusion and pollution threaten their mental well-being, physical health and opportunities to develop skills. Even countries with good social, economic and environmental conditions are a…

COVID-19 lockdowns have significantly disrupted the daily lives of children and adolescents, with increased?time at home, online learning and limited physical social interaction. This report seeks to understand the immediate effects on their mental health. Covering more than 130,000 children and adolescents across 22 countries, the evidence…

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to…

The COVID 19 pandemic has disrupted education around the world. As the first shock passes, planning is taking place on two timescales: the short-term challenges in the return to school, and the challenges over the next 18-24 months as systems work to build resilience and adaptability for the future. This "Trends Shaping Education…