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Dita Nugroho

Consultant

Dita is a full-time research consultant with UNICEF Office of Research – Innocenti, with specific focus on early childhood education research. She joined UNICEF after working on a large-scale reform of the kindergarten sector, including developing cost and teacher supply and demand modelling, as a senior policy adviser at the Victorian Department of Education and Training in Australia. Prior to that she managed the development of classroom and learning measurements for a program to identify successful innovative approaches in Indonesian classrooms. Dita is a mixed-method policy researcher and has worked on a range of education research projects, covering the formal and non-formal sectors and ranging from early years to higher education, in Indonesia, Bangladesh, Mexico, the Philippines and Ethiopia. This experience includes five years with the Australian Council for Educational Research. Dita holds an MA in Education and Economics from Columbia University and a Master of Public Policy from the Australian National University.

Publications

It’s Not Too Late to Act on Early Learning: Understanding and recovering from the impact of pre-primary education closures during COVID-19
Publication Publication

It’s Not Too Late to Act on Early Learning: Understanding and recovering from the impact of pre-primary education closures during COVID-19

This paper presents a new estimate that pre-primary school closures in 2020 may cost today’s young children US$1.6 trillion in lost earnings over their lifetimes. Children in middle-income countries will be most greatly affected. However, most low- and middle- income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from evaluations of accelerated, bridging and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.
Time to Teach: Teacher attendance and time on task in primary schools in Mozambique
Publication Publication

Time to Teach: Teacher attendance and time on task in primary schools in Mozambique

This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique.
Time to Teach: Teacher attendance and time on task in primary schools South Sudan
Publication Publication

Time to Teach: Teacher attendance and time on task in primary schools South Sudan

The Government of South Sudan, through the Ministry of General Education and Instruction (MoGEI) and its development partners, has made efforts over the past decade to rebuild South Sudan’s primary education system. Challenges to the delivery of education have persisted, both within the education system and external to it.
COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education
Publication Publication

COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education

The first years of a child’s life are critical to building the foundations of learning that help them succeed in school and beyond. Investment in early childhood education results in positive returns, not only for individual children, but also for building more efficient and effective education systems. Recent analysis estimated that every US dollar spent on pre-primary education results in US$9 of benefits to society. This brief summarizes the key findings and observations from a report on the remote learning options – be it online, television, radio, paper- or mobile-based – that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. The report was informed by the joint UNESCO-UNICEF-World Bank survey of national education responses to COVID-19 and emerging good practices from 10 country case studies.