2020, covering all core subjects for grades 1 -11, and curricular areas meant for the last term of the academic year in three languages – Uzbek, Russian and Karakalpak. These lessons were broadcast through four government-owned television channels. Every day, four lessons per grade, each of 15-20 minutes duration were telecast (thus, a total of one to one and a half hour lessons for each grade), and the broadcasting timetable was announced well in advance for the week. In addition, the video lessons were also made available for students to access any time through the education portal _online maktab_ through the Telegram (instant messenger service) channel, which has 84,000 subscribers and an estimated 2.6 million views daily, as well as the Telegram channel of the MOPE, with 80,000 subscribers and 250,000 views daily.

Initial surveys also showed engagement with distance learning platforms. Four surveys (UNICEF Rapid Assessment – telephone survey, SISQE-UNICEF online poll – through SISQE web portal and U-Report poll – through SMS, Facebook, telegram, smartphone apps and Listening to the Citizens of Uzbekistan -L2C2) were conducted in the initial months after school closures in March 2020<sup>1</sup> and allow us to assess the reach and use of distance learning programs in the initial months of COVID-induced school closures. The four surveys show that most students (96 percent across four surveys) engaged in some form of study during the initial months of school closures (April – May 2020). Of these, a majority (82 percent) continued education through distance learning while some students (15 percent) were engaged in self-study using textbooks, teacher support, or by watching YouTube and other websites.<sup>2</sup> Of the students who did not continue education in the initial months (3 percent), the major reasons cited were irregular power supply, unavailability of TV or internet at home, and unavailability of the TV channels that broadcast lessons.

Furthermore, the Government of Uzbekistan provided strong support to schools and teachers to ensure continuity in learning. According to the Responses to Education Disruption Survey (REDS) conducted by IEA in 2021, a large majority of teachers (around 95 percent) felt supported by national and provincial education authorities (UNESCO 2022). This percentage is the highest among all countries that participated in REDS and participant countries included upper-middleand high-income countries like Denmark, the Russian Federation and Slovenia. Additionally, 91 percent of teachers engaged in remote teaching reported that their school provided the office infrastructure to assist with teaching from home (highest percentage among participating countries). The majority of schools reported providing internet access for some or all students (85 percent), digital devices for some or all students (61 percent), and virtual learning environment or learning management system (79 percent). These percentages are significantly higher than other lower-middle income countries and closer to the results of upper middle- and high-income countries. Similarly, more than 80 percent of students reported receiving individual or group feedback from their teachers on all or almost all of their schoolwork (the highest percentage among countries participating in REDS) and a majority communicated with school staff and teachers regularly. Apart from feedback, the highest percentage of students (greater than 90 percent) reported receiving support from teachers in terms of interest, encouragement and adaptation of schoolwork to individual needs. The results from the REDS support the hypothesis that the national

> 1 UNICEF Rapid Assessment – telephone survey: June – July 2020, SISQE-UNICEF online poll (through SISQE web portal) – June – July 2020, U-Report Poll (SMS, Facebook, Telegram, App for smartphones): May 2020, Listening to the Citizens of Uzbekistan – May 2020.

> 2 There are slight variations in results by surveys and by student grade.

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