الموارد The Impact of the COVID-19 Pandemic in the Inclusion of Refugee Students in Greek Schools: Pre-Service Teachers’ Views about Distance Learning The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece.
الموارد EDUBox: finding suitable locations for offgrid mobile classrooms in the context of underserved communities This paper aims to provide an analytical framework to identify the most suitable locations for mobile classrooms for underserved communities, thereby mitigating the lack of access to equitable education for underserved communities
الموارد Impact of Catch-up Clubs in Conflict-Affected Myanmar: A Community-Led Remedial Learning Model Silvia Mila Arlini et al. describe the impact of a remedial education program designed to raise the literacy levels and SEL skills of students ages 8 to 13 and support their aspirations to stay in school after the COVID-19-related closures in two conflict-affected states in Myanmar.
الموارد Left Further Behind after the COVID-19 School Closures: Survey Evidence on Rohingya Refugees and Host Communities in Bangladesh Gudrun Østby et al. assess the differential effects COVID-19-related school closures had for refugee and host community boys and girls in Bangladesh. They find that the closures were especially detrimental to teenage refugee girls’ ability to resume their schooling after the pandemic.
الموارد Field Note: Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID’s Education and Resilience Agenda Jennifer Flemming et al. apply a resilience framework to the pandemic response in Colombia, Georgia, Lebanon, Nigeria, and Zambia to identify the practices, structures, and resource flows these systems leveraged to absorb, adapt, or transform the shock to their education systems from COVID-19.
الموارد Field Note: The Impact of COVID-19 on Connected Learning: Unveiling the Potential and the Limits of Distance Education in Dadaab Refugee Camp HaEun Kim, Mirco Stella, and Kassahun Hiticha reflect on the challenges COVID-19 created for the Borderless Higher Education for Refugees project and the project’s efforts to support learning continuity, including allowing students, mentors, and instructors to collaborate on creative solutions.
الموارد Field Note: A Capabilities Response to the Design and Delivery of Distance Learning for the Most Educationally Marginalized Children during COVID-19 Kate Sykes outlines the TEAM Girl Malawi model for providing inclusive distance education to students living in extreme poverty, students with disabilities, and girls who are at risk of early marriage. It includes paper-based delivery, resilience and SEL skills, and in-person support from teachers.
الموارد Field Note: Preparing Children for an Unpredictable World in the Middle of a Crisis: La Aldea’s Approach Ana María Restrepo-Sáenz and Emmanuel Neisa Chateauneuf describe the rollout and scaling during COVID-19 of La Aldea, a learner-centered, culturally relevant multimedia education initiative for out-of-school children, internally displaced children, and refugee populations in Colombia.
الموارد INEE 2022 Annual Report In this 2022 Annual Report, you will find a summary of the network’s many activities and accomplishments, which are organized by INEE’s strategic priorities and primary functions.
الموارد Rapport annuel 2022 de l’INEE Dans ce rapport annuel de 2022, vous trouverez un résumé des nombreuses activités et réalisations du réseau, qui sont organisées par priorités stratégiques et fonctions premières de l’INEE.
