This note provides guidance on using educational television programming as a form of remote learning to respond to school closures. It is corroborated by more than 40 examples of how countries are currently using television in response to COVID-19.
This framework outlines the objectives of this intervention, how learning will occur, the lesson delivery, the roles and responsibilities of the parents/guardians/siblings, learners, teachers and District/Municipal Education Officers (D/MEOs) and District and Municipal Inspectors of Schools (D/MIS’) and guidance on lesson preparation and delivery for radio and television.
This series addresses the needs of children during the COVID-19 pandemic by providing simple, but meaningful activities that reinforce emotional wellbeing. The podcasts give caregivers daily structure to enhance self-resilience and explore possibilities to support themselves and children of all age groups and learning stages.
The fourth webinar of the INEE COVID-19 webinar series focused on providing Psychosocial Support and Socio-Emotional Learning support for learners during COVID-19.
The goal remains preparedness and response planning to (1) reduce morbidity and mortality due to COVID-19 among school learners, teachers and schools stakeholder in North East Nigeria, (2) mitigate the school closure negative impact on children learning and teacher wellbeing and (3) ensure effective, inclusive and safe return to quality learning for learners, teachers and SBMCs.
This paper highlights steps to enhance CP-EiE collaboration, around the Humanitarian Programme Cycle. This guide provides a non-exhaustive list of minimum suggested actions and tips for collaboration between the two sectors.
When you are thrown into a crisis or exposed to it through what you hear and see from others directly involved, it doesn’t matter if it is a natural disaster, a war, violent demonstrations or a pandemic, your mind has a natural/normal response that is meant to protect you. However, sometimes that response makes you feel like you are not “yourself”.
The Global Digital Library collects existing high quality open educational reading resources, and makes them available on web, mobile and for print. The Global Digital Library currently offers resources in 43 languages, and by end 2020 the goal is to provide 100 languages.
This document contains suggested key indicators and examples of questions aiming to asses severity of the impact of Covid-19 on education systems and children ́s learning, as well as the current capacity to continue learning activities.
Based on the research and technical expertise gathered over decades of working with governments, including capacity development support, IIEP experts have put together some recommendations that will hopefully be of help and inspiration in these difficult times.
This note outlines how a well-coordinated planning and response can support the continuity of education services for children and young people, including supporting families and broader communities.
People experiencing social disadvantage and marginalization are known to be disproportionately impacted by ill-health. In the context of the COVID-19 pandemic, persons with disabilities may have increased risk for exposure, complications, and death.
The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19.
We need to ensure that all learners’ rights and needs are met, through the effective provision of quality and inclusive education during this health crisis and crucially beyond.
This tipsheet identifies key, sector-specific GBV risks that we believe are likely to occur and/or be exacerbated during the Covid-19 response, along with recommendations on how to mitigate these risks.
This report uses insights from the 2014-15 Ebola epidemic and the 2008 global financial crisis to understand the short- and long-term consequences of COVID-19 for girls.
The report further recommends that ECD donors and advocates partner with governments to build capacity for sustainable ECD systems, rather than support one-off programs or NGO initiatives. Finally, there is a call for improved use of rigorous data (including human-centered design) to more effectively allocate resources to the degree of need at population, community, and family levels.
