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This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly …
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An estimated 99% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts.
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This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by...
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Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)
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About 16% of Ugandan children have a disability, this suggests that most children with disabilities are not able to attend school and that learners with special needs fail to transition from one educational level to another.
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Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.
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