What we found

Education in emergencies (EiE) has stimulated:

• collaborations between governments, learning institutions, NGOs and the
  private sector
• Improvements in the strength of data being used
• solutions that harness digital technology and communication to ensure no nobody is excluded
• informal learning that’s self-directed and mediated through family or
  community members

Responses to COVID-19 can also learn from how education technology can:

• play a part in ensuring the effectiveness of double-shifting or multiple shifting
• support education authorities with distance learning measures and in particular
  school reopening messages
• support experimentation with innovative accreditation and certification, often using digital tools
• improve the design, implementation, monitoring and evaluation of
  Interventions 

It’s also worth noting that:

• effective EiE education responses – from low-tech to high-tech – appear to include
  some element of psychosocial support, which positions emotional wellbeing and safety as key to improving learning outcomes
• effective teacher learning programmes appear to have an adaptable, blended approach, which retains the ‘trainer presence’ in some form
• EdTech can amplify the impact of most effective teachers and teaching practices
• Accelerated Education Programmes show promise in emergency settings, but EdTech evidence is scarce.