In this paper we review prior research on educational responses to the initial phase of COVID-19 pandemic in conflict-affected countries. Furthermore, we reanalyze data from UNESCO, UNICEF, and the World Bank’s joint Survey on National Education Response to COVID-19 School Closure covering the period from the initial outbreak through the end of 2020. Our analyses suggest that extant educational disparities between non-conflict-affected countries and conflict-affected countries widened during the early stages of the pandemic, particularly in terms of insufficient infrastructure for distance (online) learning and a lack of support for students (especially disabled students), teachers, and parents. Had there been no comprehensive support from the international community, the negative impact of COVID-19 on education in conflict-affected countries would likely have persisted for an extended period.
Yuji Utsumi (Tue,) studied this question.