A comprehensive, coordinated assessment of the sector to gain evidence to help identify the best approaches to inform the further development of COVID-19 response and recovery efforts; to support the development of evidence-based response policies and practices, and to inform a holistic national response and recovery plan.

This How-To-Hote aims to provide guidance on how to include and integrate skills-based social and emotional learning across the USAID program cycle into basic education programs, which serve children and youth (including adolescents) with a variety of formal and informal education programs, including youth workforce programs.

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.

A greener, fairer future outlines the origins of the climate emergency and explains how confronting issues like the legacy of colonialism, racial discrimination and gender inequality through education is key to finding a sustainable solution to the crisis. The paper introduces the Gender-Equal Green Learning Agenda, a new framework to help leaders address the climate crisis through education.

In response to the shift to remote learning in Jordan since March 2020, this report analyses the findings of a research project on the impact of Covid-19 on education one year after the first cases of Covid-19 were recorded in the country.

This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 6–12 years in low- and middle-income countries (LMICs). The review provides a synthesis of what we know from the evidence and highlights gaps in the existing knowledge base.

This free practical training is designed for people working in Early Childhood Development (ECD) who are responsible for the creation of sustainable and culturally relevant parenting programmes.