Blog Classes Stopped, But Learning Continued! This blog, part of the Committing to Change: Girls' EiE from Charlevoix to COVID-19, explores how Mercy Corps adapted their program implementation during COVID-19 to ensure that adolescent girls' education continued.
Event [Webinaire] La place de l’éducation en situations d’urgence pendant la saison cyclonique versus la COVID-19 et l’insécurité en Haïti : enjeux et défis
Resource What we know about the gender digital divide for girls: A literature review This desk review summarises existing key data points, data sources and trends in adolescent girls’ access to and use of digital technology. It also highlights the gaps in the evidence base and where more research is needed.
Resource Integrating LGBTQI+ Considerations into Education Programming This learning module introduces USAID staff and partners to principles and methods of integrating LGBTQI+ considerations into education programming.
Resource When "We Know Nothing": Recommendations for Ethical Research and Learning with a This report presents recommendations for how international humanitarian agencies can better learn about and support the needs of LGBTQI people affected by conflict and displacement.
Resource UNESCO Guidelines for Assessing Learning Facilities in the Context of Disaster Risk Reduction and Climate Change Adaptation VISUS is a methodology developed by SPRINT researchers, that permits to assess the safety of school facilities at regional scale, with the purpose of supporting the definition of pragmatic safety upgrading strategies. It has been adopted by UNESCO for the assessment of the risks affecting the education sector.
Resource The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic Taking advantage of the fact that São Paulo featured in-person classes for the lion’s share of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning on secondary education, using a differences-in-differences strategy that contrasts variation in dropout risk and standardized test scores between the first and the last school quarters in 2020 to that in 2019, when all classes were in-person.
Resource Inclusion in early childhood care and education: Brief on inclusion in education Inclusion in education must start in the early years when the foundation for lifelong learning is built and fundamental values and attitudes are formed. Inequality in learning and development emerges during early childhood, before children begin primary school. Beginning to address inclusion when children begin primary school is simply too late.
Resource Inclusión en la atención y la educación de la primera infancia: informe sobre inclusión y educación La inclusión educativa debe comenzar en los primeros años, cuando se construyen los cimientos del aprendizaje permanente y se forman los valores y actitudes fundamentales. La desigualdad en el aprendizaje y el desarrollo surge durante la primera infancia, antes de comenzar la escuela primaria. Empezar a abordar la inclusión cuando los niños/as comienzan la escuela primaria ya es demasiado tarde.
News La pandémie de Covid-19 contribue au travail des enfants Des enfants au Ghana, au Népal et en Ouganda ont évoqué des horaires épuisants et de bas salaires L’impact économique sans précédent de la pandémie de Covid-19 pousse à l’exploitation de nombreux enfants, contraints de travailler dans des conditions parfois dangereuses.
