International Journal of Educational Development
Abstract
This article investigates how interrupted schooling and school dropout relate to children’s foundational skills before and during the COVID-19 pandemic. Using household-survey data from thirteen low- and lower-middle-income countries, the authors find that missing school or dropping out is associated with lower reading and numeracy outcomes. They then draw on global surveys conducted during the pandemic to assess countries’ remote-learning responses. These responses were often not sufficient to keep all children learning, prevent dropout, or offset the learning losses indicated by the household data. Marginalized children and those at the pre-primary level faced particular risks. The findings underline the need for education responses that can reach excluded learners and sustain participation, rather than assuming that remote-learning provision alone will mitigate disruption.