التعليم عن بُعد

This background paper highlights specific challenges, lessons learned, practices, and actions to consider when aiming to provide quality, principles-based distance education (DE) in emergencies. The paper considers inclusion and equity to be key guiding principles for education in general and calls for their application across all education modalities, especially distance education.

This report explores how social network analysis (SNA) could shed light on educational shifts, such as the switch to distance learning during the COVID-19 pandemic, and presents findings from pilot SNA studies of distance education for refugees in Jordan and Uganda. 

INEE commissioned this mapping report in order to gain an understanding of who is doing what, and where, in terms of providing distance education (DE) in emergency and emergency-prone contexts.

تحتوي مجموعة الأدوات هذه على مجموعة من الموارد لدعم تقديم الدعم النفسي الاجتماعي والتعلّم الاجتماعي العاطفي من خلال وسائل التعليم عن بعد. تمت مراجعة الموارد وتجميعها حسب النوع، بالإضافة إلى تصنيفها  حسب اللغة، الطريقة، العمر/ المرحلة

The Inclusive Distance Education Toolkit compiles resources on: inclusive education, education in emergencies, disability inclusive education, and distance education across the humanitarian-development nexus.

The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.

The purpose of this toolkit is to provide practical guidance (tools, examples, and resources) for designing a comprehensive distance learning strategy that covers an entire education sector or system.

NORRAG’s first Policy Insights collection shares innovative and critical perspectives on the digitalisation of education from experts in a wide range of disciplines and draws out learning for international education policy makers and practitioners.

The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions.

Drawing on data from 188 countries and nearly 700 publications, this comprehensive guide explores distance education technologies and approaches for pre- and in-service educators, offering the most detailed, global, and up-to-date information on new technologies and on the inputs that are most valuable to ensure that distance education results in meaningful teacher learning.

The insights reflected in this report explore (1) the skills, knowledge, and ways of being that support life-long and self-directed learning, (2) approaches to ecosystemic learning, and (3) how educational systems can support collective flourishing, shifting our global society toward long-term resilience and thriving.

This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021.

Remote Learning Readiness Index measures countries’ readiness to deliver remote learning in response to disruption of in-person learning. The index is composed of three domains: households, government’s policy response capacity, and emergency preparedness of the national education sector.

This desk review summarises existing key data points, data sources and trends in adolescent girls’ access to and use of digital technology. It also highlights the gaps in the evidence base and where more research is needed.

This brief expands on the work of Schwartz (2012) who reviewed the global literature on remedial programmes and identified key design and implementation features and builds on other studies that explored the use of EdTech and remedial programmes in low- and middle-income countries.

This publication puts forward guidelines to help today’s technology pioneers build more inclusive digital solutions. They show private sector companies, NGOs, international organizations and governments what factors to consider, questions to ask and processes to follow when developing solutions for people with limited literacy skills and low digital skills (referred to as ‘low-skilled users’ in the context of this publication).

This study explores how teacher educators develop digital fluency as a key competence in the contemporary world. The study established dimensions of digital fluency as a concept through reviewing the literature. The study was qualitative, with data collected through interviews with ninety educators, including the management of university schools of education.

تم تصميم حزم الموارد السبعة لدعم المسؤولين الحكوميين والموظفين في الوكالات الوطنية والدولية المكلفة بتصميم وتنفيذ فرص التعلّم عن بعد الفعالة للأطفال في السياقات التنموية والإنسانية بالإضافة إلى تعزيز برامج التعلّم عن بعد الحالية.

This pack of activities is intended to support distance learning opportunities for children who are currently out of school and have no, or limited, access to quality education. These materials can also be used as a compliment to formal or non-formal education where social emotional learning (SEL) is not adequately covered by the curriculum.  

The Global Digital Library collects existing high quality open educational reading resources, and makes them available on web, mobile and for print. The Global Digital Library currently offers resources in 43 languages, and by end 2020 the goal is to provide 100 languages.

Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom

Strategies and technologies for transitioning from face-to-face teaching to online environments.