579 results found
Education in Emergencies (EiE) Data & Evidence Summit
The EiE Data & Evidence Summit, 6-8 June 2023, will convene policy makers, ministries of education, data technical experts, researchers, practitioners, and donors to collectively strengthen the EiE data and evidence ecosystem as a key component of ensuring that crisis-affected populations have access to quality, inclusive, equitable, and safe education. All-day
Lessons and Impacts of a Remote Early Childhood Education Program in Hard-to-Access Settings in Lebanon: A Randomized Controlled Trial
This study is the first evaluation of a remote early childhood education (ECE) program for families affected by conflict and crisis and the second of the effect of short-term (shorter than 3 months) ECE programming. It evaluates the impact of an 11-week remote early learning program (RELP) delivered alone and in combination with Ahlan Simsim Families (ASF), a parenting support program.
Lessons and Impacts of Ahlan Simsim TV Program in Pre-Primary Classrooms in Jordan on Children’s Emotional Development: A Randomized Controlled Trial
This study evaluates the effects of Ahlan Simsim, a television show co-produced by Sesame Workshop and Jordan Pioneers that has been viewed by more than 23 million children across the MENA region, including 57% of displaced Syrians across Jordan, Lebanon, and Iraq.
Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries
We present results from large-scale randomized trials evaluating the provision of education in emergency settings across five countries: India, Kenya, Nepal, Philippines, and Uganda. We test multiple scalable models of remote instruction for primary school children during COVID-19, which disrupted education for over 1 billion schoolchildren worldwide. Despite heterogeneous contexts, results show that the effectiveness of phone call tutorials can scale across contexts.
Qualitative Assessment Approaches for the Protection of Children with Disabilities Within Humanitarian Contexts
This guidance note explores how to use qualitative methods to create more robust assessment processes to ensure more effective programming and services for children with disabilities. This note provides promising practices for engaging with children with disabilities and includes sample tools that can be tailored to fit the needs of a particular assessment process.
Building a Resilient and Responsive Education System in Jordan: Strengthening Evidence-Based Crisis-Sensitive Planning and Governance
Since 2019, UNESCO is supporting the efforts of the Ministry of Education (MoE) and national institutions to improve the responsiveness and resilience of the education system to crises through strong governance and information management systems, by strengthening evidence-based planning, monitoring, and decision-making. This case study provides valuable evidence and learnings from the process of building a strong enabling institutional environment necessary to strengthen evidence-based crisis and risk-sensitive planning and monitoring.
ERICC Inception Report
The Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium is a global research and learning partnership that strives to transform education policy and practice in conflict and protracted crisis around the world, through building a global hub for rigorous, context-relevant and actionable evidence base.
Challenging the False Dichotomy: An Evidence Synthesis
This report synthesizes existing literature on the impact, value and critical need for holistic approaches within education systems. It highlights the connectivity between holistic skills and academic achievement, overcoming adversity, and in improving societal and economic outcomes.
Guidance Note on Using Implementation Research in Education
The purpose of this document is to provide guidance and support to the implementers of education interventions, partner governments, and funders of education reform as they consider research priorities and learning agendas to achieve SDG 4.