Distance Education Database

The seven Resource Packs are designed to support government officials and staff in national and international agencies tasked with designing and implementing effective remote learning opportunities for children in development and humanitarian contexts as well as strengthening existing remote learning programmes.

This report presents findings from a digital course used on tablets and mobile phones for language learning in Lebanon, where 40% of school-age children and adolescents are Syrian refugees. The digital course was introduced in non-formal education  classes for Syrian refugees to strengthen English or French language learning and help their transition to Lebanon’s trilingual education system.

We hope this scan and analysis can serve as an ongoing resource to those in the humanitarian sector and beyond. We hope it will provoke their thinking about what possibilities exist to serve their learning and education challenges, and how trends in the sector are moving toward or away from the kinds of solutions they might need for their work.

As the third annual roundtable on refugee education, the event brought together global education stakeholders from diverse perspectives and geographic locations, including donors, practitioners, and beneficiaries of EdTech programmes in refugee settings.

This note is intended to be helpful for technical staff in Ministries of Education, donor agencies, local education groups, and non-profit organizations in thinking through appropriate interventions. This global evidence it presents should be used alongside context-specific analyses and system diagnostics.

In this paper we evaluate the effectiveness of live tutoring calls from teachers, using a randomized controlled trial with 4,399 primary school students in Sierra Leone. Tutoring calls increased engagement in educational activity but had no effect on mathematics or language test scores, for girls or boys.

This report reviews the emerging evidence on remote learning throughout the global school closures during the COVID-19 pandemic. Its goal is to help guide decision-makers to build more effective, sustainable remote learning systems for current and future crises.

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.

In this Field Note, authors Katelin Swing Wilton, Aimée Vachon, Katie Maeve Murphy, Ayat Al Aqra, Abdullah Ensour, Iman Ibrahim, Anas Tahhan, Kayla Hoyer, and Christine Powell outline the International Rescue Committee’s experience adapting a home-visiting ECD intervention for refugees and internally displaced persons in Jordan, Lebanon, and Syria.

The toolkit is a set of materials directed towards children, parents, caregivers and teachers in various settings, which promote psychosocial wellbeing and link with key life skills to strengthen social and emotional learning.

Results from IRC’s audio initiative to support nurturing care for early childhood development in Cox’s Bazar during the COVID-19 pandemic

This webinar focused on how education practitioners and organizations around the world have adapted their M&E frameworks (data collection, monitoring, evaluation and learning) during the COVID-19 crisis with presentations and panelists from INEE, People in Need Nepal, Young 1ove, EdTech Hub, the Girls Education Challenge and Malawi project team, and the INEE Distance Education Reference Group.

This guide was designed to support projects and implementors to consider how to design, implement and monitor distance teaching and learning (DTL) interventions in a time where flexibility and adaptation of interventions is necessary to keep children learning.

Street Child’s Marginalised No More project in Nepal supports 7,000 highly marginalised girls to learn basic literacy and numeracy through an accelerated learning programme (ALP) and livelihood support.

Part of the VSO Sisters for Sisters’ Education Project in Nepal, the English and Digital for Girls’ Education (EDGE) programme supports 1,350 adolescent girls through girls’ clubs which had used radio as a key modality.

This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low technology interventions – SMS messages and phone calls – with parents to support their child.

Key considerations and question bank (example questions) for monitoring the reach and effectiveness of distance and blended learning modalities, through surveys of parents, students and teachers.

The unique findings presented in this report provide new insights on children and young people’s access to connectivity worldwide, as well as the factors that drive inequities among and within countries. It also aims to serve as a resource for stakeholders who seek to reimagine education and enhance internet access in their communities.

Seven months after schools shut down due to Covid-19, re-opening dates in Iraq remain unclear and classes limited to certain grades. Millions of children are expected to start the new academic year exclusively through distance-learning programs, at least for the upcoming semester and with a few exceptions.

The LEGO Foundation Distance Learning Guide offers ideas, evidence and links to useful resources and learning communities, to help you make children’s distance learning more playful, engaging, joyful and effective, whether children are learning online or offline.

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.

This factsheet aims to help answer the question “How many students attending school prior to COVID-19 were able to continue to learn during school closures?”

21 needs assessment reports from 14 country offices were analysed for education-related findings. Most assessments conducted to date have been multi-sectoral, with a focus on the impact of COVID-19 on children and families. Given the scale of school closures, the impact on children’s learning and wellbeing is a common thread throughout the assessments.

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.  

Arab countries found themselves forced to choose between two options, either to use distance learning or don’t provide education at all. After three months of distance learning, it was necessary to evaluate this experience in its various aspects and  identify the most critical challenges faced, in addition to providing solutions.