Education funding and COVID-19: what does the future hold?
By Laura Abadia, Policy Analyst, OECD Development Centre
This blog is part of a series on tackling COVID-19 in developing countries. Visit the OECD dedicated page to access the OECD’s data, analysis and recommendations on the health, economic, financial and societal impacts of COVID-19 worldwide.

With prolonged school closures affecting over 90% of all learners worldwide at the peak of the first wave, the COVID-19 pandemic has highlighted the urgent need to explore new and more effective approaches to education delivery and content. From hybrid models that combine in-person with remote learning, to widening academic curricula to include social and emotional competencies, the opportunities for change are manifold. However, recovering from prolonged school closures and seizing these opportunities will require making significant headway against the deep structural challenges perpetuating inequalities in education.
To better understand how COVID-19 is changing education donor behaviour and priorities, the OECD Centre on Philanthropy analysed years of OECD data on official development assistance (ODA) and private philanthropy, and interviewed dozens of donors. Here is what we learned:
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