Mitigating Learning Disruption During Covid-19: Evidence from India

Long school closures in India during the pandemic caused significant learning disruption, with particularly adverse consequences for marginalised girls and boys.

Data from large-scale representative surveys does not show a massive fall in enrolment because of the closures. However, low levels of basic reading and maths skills among school-age children are concerning. In response, various centrally managed interventions took place during the pandemic (e.g. to encourage enrolment, including through social protection).

Schools also undertook measures with a more direct bearing on children’s learning. Continued efforts are needed to reach severely disadvantaged children who are not enrolled.

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Migrants’ Vulnerabilities in India During the Pandemic

Migration promotes agglomeration of economic activity in more productive locations and improves employment opportunities for households in less developed regions, alleviating poverty and boosting shared prosperity through remittances.

Most internal migrants’ livelihoods are characterised by circular mobility, mandatory physical presence at work, temporary or seasonal nature of work, and informality. Beside their temporary residential status and lack of access to government welfare schemes, most migrants are vulnerable workers.

The Covid-19 pandemic made them more vulnerable due to its mobility restrictions and total shutdown of the economy during lockdown. The extent of precarity migrants faced depended on existing policies, and how agile policymakers were in responding to the crisis and introducing new policies to protect vulnerable migrants.

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