Скачать или смотреть What Works for Foundational Learning in Emergency Contexts

This event brought together researchers to present the latest evidence for donors, policymakers, and practitioners in implementing literacy and numeracy interventions in emergency contexts.

As the Education in Emergencies (EiE) sector navigates compounding crises and widespread disruptions to learning alongside a rapidly shrinking funding landscape, understanding evidence of “what works” is more important than ever. However, dedicated funding for EiE research remains relatively limited and the majority of existing studies focus on identifying needs and describing problems rather than effectiveness and/or impact.

In response to this need, many researchers in the sector have synthesised and generated new, important evidence about “what works” to improve foundational learning in emergency contexts. Learnings from these studies highlight the impacts, cost-effectiveness, and challenges associated with key interventions, including software-based learning programmes, phone tutoring, and accelerated education programming.

Panelists:

Silvia Diazgranados Ferrans, Education Research in Conflict and Protracted Crisis (ERICC), on a global evidence review of impact evaluations in EiE;
Caitlin Collis and Hassen Ahmed Assen, Luminos Fund, on accelerated education programming;
Colin Crossley, Youth impact, on phone-based tutoring in emergencies;
Karen Levesque and Jacqueline Mgumia, Imagine Worldwide, on digital learning games to improve foundational learning.