This paper proposes a new reachability indicator to analyze the effectiveness of remote learning policies adopted by ministries of education in response to school closures caused by the COVID-19 pandemic. The indicator provides the share of students that can potentially be reached by remote learning policies given the availability of necessary household assets such as radios, televisions, computers and internet access. The results of this analysis outline the stark inequities in access to remote learning, suggesting that at a minimum, more than 30 % of schoolchildren globally cannot be reached by remote learning policies due to the high variation in access to assets for remote learning that exists within and between the world regions. The analysis finds that wealth and area of residence are key factors affecting the reachability of remote learning policies, suggesting that children who reside in rural areas and/or belong to the poorest households in their country are at the greatest risk of being left behind.

本文提出了一个新的可达性指标，用于分析教育部为应对 COVID-19 大流行造成的学校停课而采取的远程学习政策的有效性。该指标提供了在必要的家庭资产（如收音机、电视、计算机和互联网接入）可用的情况下，远程学习政策可能覆盖的学生比例。该分析的结果概述了在获得远程学习方面的明显不平等，表明全球至少有超过 30% 的学童无法通过远程学习政策覆盖，因为远程学习资产的访问存在很大差异和世界区域之间。