In her review of UNESCO’s GEMR Gender Report 2019 and INEE’s Mind the Gap report, Nora Fyles comments on the status of the evidence base on girls’ education and the progress the EiE field has made in responding to the ambitions of the 2018 Charlevoix Declaration.

The report share research findings and recommendations drawn from qualitative data gathered in humanitarian con- texts in three countries and continents—Colombia, the Democratic Republic of the Congo (DRC), and Lebanon—to understand how children have experienced the impact of COVID-19 school closures on their protection, well-being, and education inequalities. 

El informe comparte los resultados de la investigación y las recomendaciones extraídas de datos cualitativos recopilados en con- textos humanitarios de tres países y continentes -Colombia, República Democrática del Congo (RDC) y Líbano- para comprender cómo han experimentado los niños y las niñas el impacto del cierre de escuelas COVID-19 en su protección, bienestar y desigualdades educativas.

This new study proposes a new methodology that leverages the latest, most granular available data on crisis severity, children with functional difficulties, forcibly displaced children, out-of-school rates and data from learning outcomes from databases to estimate of the number of out-of-school children in emergencies and the number of crisis-affected children who may not be learning.

This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions— SMS messages and phone calls—with parents to support their child in Botswana. 

This webinar highlighted the importance of measurement tools to inform programming as well as provide a space for researchers and practitioners to reflect on the measurement tool development process.