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The Society for Learning Analytics Research (SoLAR) is an inter-disciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training and development. SoLAR has been active in organizing the International Conference on Learning Analytics & Knowledge (LAK) and the Learning Analytics Summer Institute (LASI), launching multiple initiatives to support collaborative and open research around learning analytics, promoting the publication and dissemination of learning analytics research, and advising and consulting with state, provincial, and national governments.

"In October 2015, the Department published The Digital Strategy for Schools 2015-2020 Enhancing Teaching Learning and Assessment, the next stage of the ICT in Schools programme. The Digital Strategy for Schools provides a rationale and a Government action plan for integrating ICT into teaching, learning and assessment practices in schools over five years.  This Strategy builds on previous strategies in the area of ICT integration and is the result of research and extensive consultation with education partners and stakeholders. It supports the overall strategy of the Department in a number of key areas including curriculum implementation, skills development, teacher education and learner outcomes"

As the COVID-19 pandemic worsened in countries across the globe, most governments took the precaution of closing their schools in an attempt to contain the spread of the virus. Schools were forced to replace this time in class with online learning and home schooling, in most cases facilitated by teachers and parents. After weeks of school closures, some countries are now starting the complicated process of gradually reopening their schools. To support these efforts, this COVID-19 country note aims to bring together evidence from various OECD school education surveys conducted prior to the crisis and use it to examine how prepared teachers, students and schools were in Netherlands to face the impact of the COVID-19 pandemic, with a view to informing and guiding future policy responses to the crisis.

The education systems of the 59 countries that participated in this survey have demonstrated remarkable resilience, flexibility and commitment to education in having established strategies for education continuity, in extremely challenging conditions, during the Covid-19 pandemic. For the most part, those strategies were viewed positively by senior administrators, teachers, and school and other education administrators, in terms of their implementation and the results they achieved in providing a considerable number of students access to at least part of the curriculum.