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Spogmai Akseer


Spogmai Akseer is a research consultant working on the Time to Teach project with UNICEF Office of Research - Innocenti. Spogmai has a PhD in Education and Comparative International Development Education (CIDE) from University of Toronto's Ontario Institute for Studies in Education (OISE). Her research focuses on education, armed conflict, and gender in fragile contexts. In 2013, Spogmai co-founded a project that examines the contradictory role of textbooks and learning materials in promoting peace and violence in countries affected by violence. Spogmai has also worked in Afghanistan as a Senior Manager with the University of Massachusetts, on a USAID-funded project to develop new graduate degree programs, as well as Registrar and professor at the American University of Afghanistan. In these roles, she worked closely with the Ministry of Higher Education of Afghanistan, to develop a national quality assurance and accreditation framework, as well, a graduate education policy framework.
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While remote learning measures are essential for mitigating the short-term and long-term consequences of COVID-19 school closures, little is known about their impact on and effectiveness for learning. This working paper contributes to filling this gap by: 1. exploring how disrupted schooling may affect foundational learning skills, using data from MICS6 (Multiple Indicator Cluster Surveys - round 6) in 2017–2019; 2. examining how countries are delivering and monitoring remote learning based on data from the UNESCO-UNICEF-World Bank’s National Education Responses to COVID-19 School Closures survey; and 3. presenting promising key practices for the effective delivery and monitoring of remote learning.


Carolina Alban Conto; Spogmai Akseer; Thomas Dreesen; Akito Kamei; Suguru Mizunoya; Annika Rigole

The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled students. Governments and education stakeholders have responded swiftly to continue children’s learning, using various delivery channels including digital tools, TV/radio-based teaching and take-home packages for parent or carer-guided education. However, the massive scale of school closures has laid bare the uneven distribution of the technology needed to facilitate remote learning. It has also highlighted the lack of preparedness and low resilience of systems to support teachers, facilitators and parents/caregivers in the successful and safe use of technology for learning. Using data on access to technology from household surveys (MICS and DHS) and information on national education responses to school closures gathered from UNICEF education staff in over 120 countries, this brief explores potential promising practices for equitable remote learning.


Thomas Dreesen; Spogmai Akseer; Mathieu Brossard; Pragya Dewan; Juan-Pablo Giraldo; Akito Kamei; Suguru Mizunoya; Javier Santiago Ortiz Correa


Lessons from COVID-19: Getting remote learning right  (18 May 2020)

The massive scale of school closures has laid bare the uneven distribution of technology to facilitate remote learning and the lack of ...


Time to teach

The Time to Teach Projct is a multi-country research initiative that investigates the determinants of teacher absenteeism in 20 sub-Saharan and Northe ...


Adding to global knowledge on what improves school settings and how children experience education systems.