Lessons learned from education in conflict that could be relevant to COVID-19

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

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.


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