Global changes on a global scale have influenced the fact that modern education has changed its philosophy of development. This was facilitated by completely new technologies that the society was forced to accept and include in the learning process.  The COVID-19 pandemic has led to the largest disruption in the history of education systems. It has affected almost 1.6 billion students in over 190 countries and on every continent.

The purpose of the article is to present comparative data on the criteria indicators of the education system that influenced the change in philosophy and the process of technologization. The main reason is the spread of coronavirus infection around the world. We chose non-experimental methods as the main research methods (according to B.G. Ananiev): comparative and structural methods.

The results obtained are changes in the state of education before the pandemic and during it.  These include: number of children affected by school closures worldwide, Funding Gap to Achieve Sustainable Development Goals (Quality Education) before COVID-19 (in US$ millions), annual fluctuations in the human development index and transition to new learning technologies. In Kazakhstan, the overall picture is presented related to distance and television learning.