This OECD report (in collaboration with UNESCO, UNICEF and The World Bank) gives a cross section how countries responded to the pandemic, ranging from school closures, remote learning, teacher vaccination and in some cases the return to in-class teaching. Traditional inequalities, normally less visible to the general public, have become amplified by the crisis, exposing “the many inadequacies and inequities in our school systems – from the broadband and computers needed for online education, through the supportive environments needed to focus on learning, up to the failure to enable local initiative and align resources with needs”. The statistics collected by the OECD tracked developments from lost learning opportunities and differing strategies to attempt to make up for this loss. Curiously the countries who closed their schools for the longest were those with the lowest educational performance, with obvious conclusions to be drawn. The opportunities for teachers and pupils alike for digital learning has encouraged new forms of collaboration, but much still needs to be done in this respect. Escudo Web has tools which can assist countries with the infrastructure as well as other solutions for those with no internet but still wanting to make a digital education possible.