Remote Learning and Assessment

During the pandemic many children and young people were penalised because they lived in areas where there was poor/no internet connection, or they were not able to afford a device for learning at home. Many efforts are now being made to correct some of the key issues for remote learning – so that we areContinue reading “Remote Learning and Assessment”

Emerging from COVID-19 pandemic: A social inclusion approach to educating learners with disabilities — World Education Blog

By Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and Anna Cristina D’Addio, Senior Policy Analyst at the GEM Report The onset of the COVID-19 pandemic forced millions of children to stay at home and physically out of school. Despite planned school re-opening in certain regions, 46% of the world’s learners remain impacted by school closures. […]Continue reading “Emerging from COVID-19 pandemic: A social inclusion approach to educating learners with disabilities — World Education Blog”

Returning to Learning During Crisis

From INEE newsletter: Returning to Learning During Crisis Toolkit  USAID This toolkit helps education planners plan and make key decisions on the return to learning during and after education disruptions caused by crises, such as COVID-19, in a way that is equitable, inclusive, and builds the resilience of education systems. The Toolkit includes: 5 key prioritiesContinue reading “Returning to Learning During Crisis”

school climate – time for climate change!

In recent years, the education field has recognized that successful schools feature not only strong academics, but also a clear focus on creating safe and supportive learning environments, providing access to health supports, and addressing students’ social and emotional needs (Child Trends 2020). If we want and need to improve the learning and living conditionsContinue reading “school climate – time for climate change!”