This webinar marked the launch of the INEE Policy Paper, "Investing in Learning: the Case for Strengthening the Collection and Use of Learning Assessment Data in EiE Contexts."

IRC conducted a learning assessment in the city of Cúcuta to better understand these challenges and shine a light on children’s needs. This brief will discuss several of the key findings from this assessment to illustrate the extent to which schooling, or lack thereof, is impacting children’s outcomes in Colombia.

World Learning’s WorkLinks Skills and Values Assessment (WLSVA) Tool has been validated as a credible and reliable tool to measure individual- and group-level change over time among youth and young adults in soft skills, earning skills, and certain civic values. 

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.

STATcompiler hosts Demographic and Health Surveys data. These household level surveys show pre-COVID-19 data on the availability of various forms of technology in homes. As this data can be disaggregated it can be used to analyse to what extent remote learning is feasible for different groups within countries and which groups are at risk of exclusion.

UNICEF’s Multiple Indicator Cluster Surveys are household level surveys that show pre-COVID-19 data on the availability of various forms of technology in homes. As this data can be disaggregated it can be used to analyse to what extent remote learning is feasible for different groups within countries and which groups are at risk of exclusion.

PISA is a school-based survey which collects extensive student background data. This pre-COVID-19 data includes information on the availability of various forms of technology in homes. As this data can be disaggregated it can be used to analyse to what extent remote learning is feasible for different groups within countries and which groups are at risk of exclusion.

TIMSS and PIRLS are school-based surveys which collect extensive student background data. This pre-COVID-19 data includes information on the availability of various forms of technology in homes. As this data can be disaggregated it can be used to analyse to what extent remote learning is feasible for different groups within countries and which groups are at risk of exclusion.