The disruption caused by the COVID-19 pandemic to education systems around the world has been of an unprecedented scale. Within weeks of the first confirmed cases of infection, several countries took hard-hitting decisions, including closing entire school systems, in order to curb the pandemic’s propagation.
This booklet draws on research-based knowledge generated during the Covid-19 crisis and on previous research on germane topics, to suggest a framework that supports the development of contextually relevant educational strategies to teach during and after the pandemic. The booklet is addressed to education administrators at the school and system level. It was written with the acknowledgment that the pandemic is still ongoing in much of the world, and that interruptions to education in many parts of the world are likely to continue through 2022, and perhaps beyond.
In education, assessment is an important tool for tracking the academic performance and learning progress of students. The assessment also helps determine the effectiveness of teaching and the various needs of an education system. Learning assessments provide schools and teachers with an understanding of what the students are learning, and how to adopt measures that promote effective teaching (Education Endowment Foundation, 2020; Liberman, Levin, & Luna-Bazaldua, 2020).
Learning to build back better futures for education: lessons from educational innovation during the covid-19 pandemic
This book attempts to contribute to the development of operational strategies for change in education that will help prepare students for the future, while addressing the impact of the COVID-19 pandemic and making education systems more resilient to future disruption.
An IIEP-UNESCO virtual knowledge-sharing forum
7, 14, 16 March 2022 | 2:00 pm CET
How can ministries of education play a leadership role during crises, what are the opportunities and obstacles? Join IIEP-UNESCO’s three-part series of online events to plan for the future of education, in and through crisis. Please find the registration links to each of the three sessions below.
In this synthesis, we first provide an overview of the experience of the pre-COVID-19 assessment frameworks in 40 GPE partner countries in Africa. We then document how education systems have approached learning assessment in the context of the COVID-19, with particular attention to how the needs of vulnerable groups of students are being addressed. In addition to categorizing the main policy and practice responses that GPE partner countries and their collaborators have prioritized, we identify key challenges they have faced in ensuring learning is evaluated.
We teach here shares the lives of three South Sudanese primary school teachers working in refugee camps in the Gambella region of Ethiopia. Using phone cameras to film themselves, the teachers share their stories and the essential role they play in shaping the future of young refugees, under challenging and fast-changing circumstances.
This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher training and support during the COVID-19 pandemic. The synthesis was conducted using rapid scoping reviews, evidence mapping, and the team’s expert knowledge of health and education issues in Africa.
Now in its second decade, the Syrian refugee crisis has had a devastating impact on the lives of children and youth. However, for the hundreds of thousands of refugees who have relocated to Jordan, education – and teachers – are providing new hope. Through IIEP and Education Development Trust's joint research on teacher management in refugee settings, we have discovered three ways in which Jordanian teachers are going above and beyond in supporting young refugees in their education.
A new UNESCO global study, When Schools Shut: Gendered impacts of COVID-19 school closures, exposes failure to factor in gender in COVID-19 education responses and widening gaps in access to quality education following school closures.