![]() ![]() In view of this, UNICEF Innocenti – Global Office of Research and Foresight and the Barça Foundation teamed up to investigate how Sport for Development (S4D) can be a positive intervention in the lives of refugee adolescents. Children and adolescents are more likely to have specific needs and vulnerabilities within the broader refugee population, which may affect their psychological well-being. In 2022, UNHCR estimated that 103 million people were forcibly displaced worldwide in the same year, UNICEF further reported that 37 million of those displaced were children. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.ĭMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. What resources and contextual factors are associated with school performance in Ghana? By merging and analyzing existing administrative datasets in Ghana, this report helps to identify positive deviant schools – those that outperform other schools despite sharing similar contexts and resources.ĭata Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. Beyond traditional sector analysis, the MoE of Ghana is invested in deepening its use of existing data to enhance education quality. The Ministry of Education of Ghana (MoE) has developed the Education Sector Plan 2018–2030 (ESP) that establishes the vision for achieving equitable access to quality education and effectively managing education service delivery. Methodological briefs on evidence synthesis.Social protection in humanitarian settings.Gender-responsive & age-sensitive social protection.Inclusive Education for Children with Disabilities.Child labour and social protection in Africa.Child labour and education in India and Bangladesh.The event will be available in English, Spanish, Portuguese and French. The Global Education Practice team has chosen to do this event on World Children’s Day to highlight the central importance of learners. The World Bank is organizing a high-level roundtable discussion among policymakers and NGOs from different regions to launch these reports. The event will include Jaime Saavedra, the World Bank’s Global Director of Education, and a panel of international experts who will reflect on the evidence presented in these reports but also and how the lessons they contain can be used for a resilient learning recovery. It presents lessons that policymakers can draw on as they strive to reimagine learning. The second one uses mixed-methods to analyze how countries implemented different remote learning strategies, whether or not these strategies were taken-up and what available evidence suggests about the effectiveness of remote learning during this period. ![]() ![]() The first one follows a qualitative research approach to understand the perceptions of education experts from 17 countries regarding the effectiveness of remote and remedial learning programs implemented during COVID-19 school closures. These twin reports were developed at different times during the pandemic and are complementary. This November 18 th, in advance of World Children’s Day (November 20 th), the World Bank is launching two reports “ Remote Learning During the Global School Lockdown: Multi-Country Lessons” and “Remote Learning during COVID-19: Lessons from Today, Principles for Tomorrow”. In dealing with school closures governments have deployed an array of tools – from adjusting the curriculum, to delaying high-stakes examinations to partnering with the private sector to facilitate the deployment and take-up of remote learning. These simulations were premised on the fact that remote learning may not be as effective as in-person schooling. Emerging data on the effectiveness of remote learning suggests this may well be true – though the picture is mixed at best. Simulations conducted in June 2020 suggested that learning gains already achieved by students could well be partly lost as a result of school closures. The COVID-19 pandemic has severely disrupted learning around the globe. ![]()
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