Resource What Works for Foundational Learning in Emergency Contexts This event brings together researchers to present the latest evidence for donors, policymakers, and practitioners in implementing literacy and numeracy interventions in emergency contexts.
Blog Can Distance Education be Truly Inclusive? The resources included in the Inclusive-Distance Education Toolkit are wide-ranging, from policy to pedagogy and implementation in crisis contexts. There is also practical guidance, training, and printable materials. When thinking more deeply about inclusion and exchanging experiences among practitioners about how to operationalize distance learning opportunities for children affected by crises, especially but not exclusively those with significant disabilities, a key question arose: can distance education be truly inclusive, especially when delivered in the midst of emergencies and crises?
Blog هل يمكن أن يكون التعليم عن بُعد شاملاً للجميع بحق؟ تتنوع الموارد المتاحة، من السياسات إلى طرق التدريس والتنفيذ في البيئات المتأثرة بالأزمات. كما تتضمن إرشادات عملية، وتدريبًا، ومواد قابلة للطباعة لأولئك الذين يعملون ميدانيًا. عند التفكير بعمق في مسألة الشمولية وتبادل الخبرات بين الممارسين حول كيفية تفعيل فرص التعلم عن بُعد للأطفال المتأثرين بالأزمات، يبرز سؤال رئيسي: هل يمكن أن يكون التعليم عن بُعد شاملاً بحق، خاصةً عند تقديمه في ظل الطوارئ والأزمات؟
Resource Global education monitoring report 2024, gender report: technology on her terms The 2024 Gender Report tells the increasingly positive story of girls’ education access, attainment and achievement, which is helping reverse decades of discrimination. But there is much more to say on gender equality in and through education. A companion to the 2023 GEM Report, this report looks at the interaction between education and technology with a gender lens.
Resource The Impact of the COVID-19 Pandemic in the Inclusion of Refugee Students in Greek Schools: Pre-Service Teachers’ Views about Distance Learning The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece.
Resource EDUBox: finding suitable locations for offgrid mobile classrooms in the context of underserved communities This paper aims to provide an analytical framework to identify the most suitable locations for mobile classrooms for underserved communities, thereby mitigating the lack of access to equitable education for underserved communities
Resource Curriculum Content Planning Framework (CCPF) Practical Maths Programme Drawing from a decade of experience in developing gamified Math content for Grade 1 – 3 learners in seven countries, Can’t Wait To Learn (CWTL) has now designed a full maths programme that can be used in the classroom with a level of standards that are flexible and adaptable to different curricula around the world.
Resource e-Learning kit Strategies and technologies for transitioning from face-to-face teaching to online environments.
Resource Designing for Social Justice: A Decolonial Exploration of How to Develop EdTech for Refugees This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement.
Resource Khan Academy Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom
