The Ministry of Education and Science, with UNICEF’s support, implemented the ‘Ensuring quality education for children affected by COVID-19’ project for grades 5 and 6 students in Kyrgyzstan from August 2021 to August 2024. It was launched in response to the learning losses from COVID-19 school closures and deepening educational inequalities.

The project aimed to ensure safe school reopening through improved Water, Sanitation, and Hygiene (WASH) and Infection Prevention and Control (IPC) initiatives and a catch-up learning programme to close learning gaps. 10,320 teachers were trained in functional literacy, and 20,565 children participated in remedial programmes — both exceeding the initial target population.

ACER conducted an evaluation study to understand the effectiveness of the 3 interventions within the project. We adopted a mixed-methods approach, comprising surveys with 92 school administrators and 184 teachers, in-depth interviews with key stakeholders, and focus group discussions with volunteers, master trainers, and parents.

Key findings

The project made significant progress in mitigating the learning losses caused by the COVID-19 pandemic. The catch-up learning programme addressed literacy and numeracy gaps, focusing on reinforcing foundational skills. Students engaged in the targeted remedial sessions demonstrated noticeable improvements in both their academic performance and motivation.

Teachers trained on innovative teaching methods and modern assessment techniques were able to better identify and address learning deficits among students. They also demonstrated improved digital literacy skills for teaching remotely.

Key factors leading to the project’s success included targeted remedial focus to address literacy and numeracy gaps, technology integration for enhancing teachers’ digital literacy skills, practical teacher training to enable classroom application, mentorship of master trainers, and parental engagement in the learning process.

What works in mitigating learning losses of diverse learners

Short, structured remedial sessions

Classrooms include students with varying capabilities. So, while some students may struggle with foundational concepts, others may find problem-solving tasks challenging. Therefore, remedial teaching is valuable in standard classroom settings as well as in a crisis.

Implementing short, focused remedial sessions allows teachers to ensure that foundational concepts are solidified before progressing to more complex topics, thereby levelling the educational playing field.

These sessions can be integrated into everyday teaching to support students who struggle with specific concepts or skills. Nevertheless, it is still important to understand the needs and backgrounds of each student, so that the lessons can be planned to best meet their interests.

Classroom assessment practices

Regular formative assessments offer a practical way to keep track of each student’s progress and adjust teaching strategies in real time. They are more than just grading tools and can serve as continuous feedback loops that identify strengths and weaknesses.

Practices such as quizzes, group projects, and brief oral presentations can keep instruction dynamic and responsive. Frequent checks paired with timely, constructive feedback can foster an environment focused on genuine understanding over memorisation. Teachers can then intervene promptly when learners need additional support, ensuring durable academic gains across diverse classrooms.

Peer support and mentor networks

Learning from professional development initiatives often fades due to a lack of follow-up or support after training sessions. Participants emphasised the importance of both peer learning groups and mentor networks in sustaining meaningful gains.

Peer learning groups, akin to peer learning communities (PLCs) enable sharing of effective strategies, reduce stress, and encourage interdisciplinary connections. The collaborative approach also improves pedagogy because teachers learn from each other’s strengths and real classroom experiences. In schools with few external training opportunities, small groups offer a cost-effective avenue for continuous growth.

Mentor networks add another layer of support by pairing less-experienced teachers with experienced teachers who act as mentors. As mentors align their expertise to the evolving needs of their colleagues, this continuous guidance makes new techniques relevant to each school’s setting. This also helps teachers in maintaining momentum beyond one-time workshops.

Structured ongoing professional development

Teachers require continuous opportunities to refine their skills and respond to evolving educational demands. A blend of certification programmes, peer reviews, and collaborative forums fosters a culture of ongoing learning, ensuring that both teachers and students benefit from current strategies.

Workshops and online courses that explore innovative assessment methods such as rubrics, peer evaluations, and self-assessment tools can prove invaluable. This training enables teachers to implement more nuanced and supportive assessment practices, encouraging student growth and reflection rather than focusing solely on performance metrics.

In addition, fostering digital literacy has become paramount for teachers in the aftermath of COVID-19. The pandemic accelerated a significant pedagogical shift from traditional classroom settings to modern, virtual platforms highlighting the necessity for teachers and students to enhance their digital skills to thrive in a continuously evolving educational environment.

Online repositories of teaching materials and training modules expand professional development options. By using a shared platform, teachers can access a broad knowledge base, exchange best practices, and devise solutions tailored to varied classroom realities. In remote areas, offline resources and low-bandwidth tools help mitigate connectivity challenges, allowing continuous professional growth.

Early and frequent parent involvement

Parents’ involvement was found to have a positive impact on student outcomes, yet socioeconomic factors limited how much families participated. Engaging parents in the learning process early and often can motivate students to practice at home and reinforce key lessons, enhancing overall outcomes and creating a supportive learning environment.

Clear communication, sending short reading logs or simple home-based exercises can further engage parents and extend learning beyond school hours. When parents see themselves as allies in their child’s education rather than passive observers, students typically show higher motivation and stronger foundational skills. This active partnership between school and home ultimately strengthens overall educational outcomes.

To know more about the project, write to: india@acer.org