Tag: COVID-19
Beyond Academic Learning Loss: The Effect of School Closures on Students’ Socio-Emotional Skills
An estimated 26 million students missed at least five months of school as a result of the COVID-19 pandemic. During this time, the majority of pupils—notably the most disadvantaged—were not reached by efforts to support students' learning remotely.
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How inclusive education can create a more equal and sustainable future
In a rapidly changing world, education systems must adapt and transform to ensure they are fit for purpose.
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Tackling Learning Poverty in Pakistan: A Tale of Transformation
Pakistan had 75% learning poverty even before the pandemic and other emergencies, implying a very high percentage of 10-year-old children who had difficulty reading and understanding a simple age-appropriate text.
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History and power in global organisations’ digital development projects with COVID
COVID has been portrayed as a disruptive crisis event leading to the inevitable transition to the digitalisation of society. Digital technologies employed during school closures have been promoted as solutions to educational problems and to education reforms for the future. Global organisations including UNESCO, the OECD, and the World Bank…
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‘Emancipated Learning’: Indonesia’s education reforms and INOVASI
This brief article explores how Innovation for Indonesia’s School Children (INOVASI) used a problem-driven iterative adaptation (PDIA) approach to address learning loss and to support education reform in Indonesia.
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The ‘Missing Children’: Why we urgently need an inclusive approach to education in emergencies
The scale of emergencies this year has strained education systems around the world already buckling under the weight of significant challenges, including a funding gap worsened by the Covid-19 pandemic (estimated at $100 billion) which is hindering progress in achieving Sustainable Development Goal 4.
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Teachers in the spotlight for education transformation: Hope for learning and care during emergencies
Teachers are the largest workforce in Pakistan, as they are in many countries of the world. According to the latest Economic Survey of Pakistan 2022-23, there are 1.82 million teachers across all sub-sectors of education, a conservative estimate of under-documented data. There have been significant shifts in this profession, elevated…
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Lessons from Ethiopia for the global education community on large-scale education reforms with equity
In recent years, primary school enrolment has expanded rapidly in Ethiopia. However, even before the effects of the COVID-19 pandemic, some of the most disadvantaged still face challenges in completing primary school and learning levels have remained low and even appear to have stalled. The Research for Improving Systems of…
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Remedial education to support learning loss threatened by cuts to development aid
The data is in: The COVID-19 global pandemic has been one of the most destructive events for student learning across globe, with the worst effects among the most vulnerable students – those in low-income and/or conflict-affect contexts. Globally, 1.5 billion students in 188 countries were unable to attend school in-person.
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Mitigating Learning Loss: how to regain lost literacy after Covid school closures
The World Bank has estimated that ‘learning poverty’ – children unable to read and understand a simple text by age 10 – has increased from 53% before Covid to a new level of 63% globally and 70% in several lower middle income countries (LMICs). And UNESCO reports that: “In low-income…
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How education systems can take the digital innovations spurred by COVID to heart: a case from Rwanda
VVOB – education for development and government and university partners in Rwanda have been invested in strengthening educational leaders through professional development for years. Fixed practices were challenged when COVID-19 forced us all indoors, and in-person sessions were translated to online ones. Now, insights show how a well-thought-out fusion of…
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Transforming education: how we’re doing our homework too
Sightsavers is committed to doing our own homework to help transform education systems. We acknowledge that transforming education is a collective effort and we’re dedicated to actively contributing to the global movement to achieve Sustainable Development Goal 4, with a specific focus on girls and children with disabilities.
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