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UNICEF Innocenti
Office of Research-Innocenti
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Mathieu Brossard

Chief, Education

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Matt has been appointed as Chief of Education of the UNICEF’s Office of Research-Innocenti in July 2019. He joined UNICEF in 2012 as Senior Education Advisor at UNICEF Headquarters where he was leading the Education Systems, Innovations, Data and Evidence for Results (SIDER) team, responsible for leading on strategy development (including the UNICEF Global Education Strategy 2019-2030: Every Child learns); innovations; evidence and analytical tools for policy dialogue at country level. Before joining UNICEF, Matt served at the World Bank as Senior Education Economist (2006-2012), at UNESCO/IIEP/Pole de Dakar as Education Policy Analyst (2001-2006) and at the UNESCO Institute for Statistics as Education Statistician (1998-2001). Matt is a graduate of the French National School of Statistics and Economics and also holds a “Diplôme d’Études Approfondies” in Sociology from Paris Institute of Political Studies (Sciences-Po).
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PUBLICATIONS

This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low- and middle-income countries cannot read and understand a simple text by the end of primary school age. In low-income countries, the learning crisis is even more acute, with the ‘learning poverty’ rate reaching 90 per cent. In the midst of the COVID-19 pandemic, 191 countries have implemented countrywide school closures, affecting 1.6 billion learners worldwide. In India alone, 320 million students from pre-primary to tertiary level are affected by school closures. In sub-Saharan Africa, 240 million are affected. With children currently not able to study in classrooms, the importance of learning at home is amplified and the task of supporting children’s learning has fallen on parents at a much larger rate. This is a significant burden, particularly for those who are also teleworking and those with limited schooling themselves.

AUTHOR(S)

Mathieu Brossard; Manuel Cardoso; Akito Kamei; Sakshi Mishra; Suguru Mizunoya; Nicolas Reuge
LANGUAGES:

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.

AUTHOR(S)

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

BLOG POSTS

Can we count on parents to help their children learn at home? (18 May 2020)

This blog shows the disparities across and within countries in children’s reading skills and looks at the associations between parenta ...

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 ...

PODCASTS

COVID-19 and Education for Children: Lessons Learned

PROJECTS

Education

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