A new study from Uzbekistan offers a powerful counter-narrative to the global trend of learning losses during the COVID-19 pandemic. While many countries struggled to maintain academic progress amid widespread school closures, Uzbekistan managed to not only sustain but improve learning outcomes — a feat made possible through swift and innovative education responses.
In our latest paper, we draw on unique longitudinal data to evaluate the impact of pandemic-induced school closures. The findings are striking.
Key Findings
• Grade 5 mathematics scores improved by 0.29 standard deviations during the pandemic.
• Students tested in both 2019 and 2021 gained 0.72 standard deviations, indicating continued learning.
• Uzbekistan maintained learning continuity despite massive disruptions to traditional schooling.
It was with some trepidation that I looked towards distance education done right to alleviate the situation. I am glad I was proven right, but, of course, this is all due to the students, families, teachers, administrators, and the Ministry of Education of Uzbekistan.
The Uzbekistan Model: Distance Learning via TV
What made this success possible? We credit Uzbekistan’s rapid deployment of daily televised lessons, taught by the country’s best teachers, ensuring nationwide coverage even where internet access was limited.
Despite limited internet access in rural areas, 100% digital TV penetration made broadcasting the most viable mass learning platform. By April 2020, over 350 video lessons were airing nationally and uploaded online for supplementary access.
Implications for Global Education Policy
Uzbekistan’s experience illustrates that learning loss is not inevitable. With well-designed, inclusive, and adaptive policies, countries can maintain — and even accelerate — learning during crises.
The study contributes to the growing body of evidence on educational resilience and can inform crisis responses worldwide.
