Resource Best Practices in Strengthening Evidence Use by Government in Education Policy and Beyond This study responds to the following questions: What are the intrinsic and extrinsic characteristics which encourage the use of evidence in government ministries?; How do governments mandate for an enabling environment around evidence and the decentralisation of decision making?; Where do effective research departments tend to be positioned within government departments/ministries and how are their relationships with other units established and maintained?; and What best practice exists with respect to strategies, tools and techniques, and policies for evidence uptake?
Resource What are countries doing that already use remote learning extensively? What can we learn from them? This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries with sustained prior experience, namely Bangladesh, Singapore, South Korea and the United States.
Resource Are our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis Since we know that data equals information and evidence, which is powerful in informing intervention, we went out to collect data on the status of remote learning among school-going children across the country.
Resource Reach Up and Learn in the Syria Response: Adapting and implementing an evidence-based home visiting program in Lebanon, Jordan and Syria This report aims to highlight one major initiative, the International Rescue Committee’s (IRC) implementation of the Reach Up and Learn program in the Middle East, and the ways in which this initiative is providing vital support to both children and their caregivers affected by the Syrian refugee crisis.
Event Evidence in the time of COVID The COVID-19 pandemic has created many immediate and urgent needs for more and better data and evidence about how to protect public health. However, most evidence-generating activities in development have long timelines. How can we shorten timelines for evaluation and synthesis to respond for immediate needs for evidence?
Resource Best evidence on supporting students to learn remotely The EEF's rapid evidence assessment examines the existing research (from 60 systematic reviews and meta-analyses) for approaches that schools could use, or are already using, to support the learning of pupils while schools are closed due to Covid-19.
Resource Overview of emerging country-level response to providing educational continuity under COVID-19: What's working? What isn't? This report describes national policy and strategy responses for ensuring educational continuity in the context of widespread school closures implemented as a result of the COVID-19 pandemic. The study focuses on a selection of high-income and low-income contexts deemed to be of greatest interest to the EdTech Hub (including key stakeholders from DfE and DfID).
Resource Ethical Considerations for Evidence Generation Involving Children on the COVID-19 Pandemic This document identifies key ethical considerations (a) when undertaking evidence generation involving children during the mitigation stage of the pandemic (emergency phase) and (b) on subject matter relating to COVID-19 once the pandemic has been contained and containment policy measures, including lockdowns, have been lifted (post-emergency phase).
Resource Accelerated Education Evidence Review This evidence review collates and analyses recent evidence from a range of accelerated education programmes (AEP) globally.
Resource Evidence on efforts to mitigate the negative educational impact of past disease outbreaks This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners.
