Abstract
The COVID-19 pandemic has led governments worldwide to impose extensive restrictions on citizens, some of which may have long-term impact after their removal. Education is arguably the policy domain where closure policies are anticipated to lead to greatest lasting loss, in this case learning loss. Currently, limited data exists from which researchers and practitioners can draw insightful conclusions about how to remedy the problem. In this paper, we outline the global pattern in pandemic school-closure periods and illustrate data needs through the examples drawn from Brazil and India, two large countries which experienced prolonged periods of school closures during the pandemic. We conclude with a series of recommendations for building an improved data environment at government, school and household levels, to serve the building back agenda in education, and to provide better opportunities for evidence-based policymaking thereafter.
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