777 résultats trouvés
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.
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.
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.
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.
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.
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.
Learning Recovery to Acceleration: A Global Update on Country Efforts to Improve Learning and Reduce Inequalities
This report examines what countries are doing to recover and accelerate learning, and how they are doing it. The report aims to identify effective or promising at-scale interventions and policies to recover and accelerate learning, and to distill implementation lessons. The focus is on primary and secondary education and on the responses employed once schools reopened after pandemic-related disruptions.
Learning from Colombian mothers’ experiences during the COVID-19 pandemic
This blog looks into the experiences and coping strategies adopted by mothers in Colombia to support the education of their children during the COVID-19 pandemic.
Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries
We present results from large-scale randomized trials evaluating the provision of education in emergency settings across five countries: India, Kenya, Nepal, Philippines, and Uganda. We test multiple scalable models of remote instruction for primary school children during COVID-19, which disrupted education for over 1 billion schoolchildren worldwide. Despite heterogeneous contexts, results show that the effectiveness of phone call tutorials can scale across contexts.
Análisis comparativo del impacto del COVID-19 en la continuación y acceso a la educación y aprendizaje de la niñez migrante venezolana y la comunidad de acogida
En el siguiente informe se presentan los resultados de la investigación “Análisis comparativo del impacto del COVID-19 en la continuación y el acceso a la educación y el aprendizaje de la niñez migrante venezolana y comunidad de acogida” elaborado por Plan International, con el apoyo del Grupo Regional de Educación de América Latina y el Caribe, en el marco del Programa Multianual de Resiliencia regional (MYRP, por sus siglas en inglés) de UNICEF y Education Cannot Wait.