Profiles
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
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.
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.
Publication
COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education
This paper examines the remote learning options that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. It highlights trends, gaps and emerging good practices that are supported by existing evidence.
Publication
COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends and emerging good practices to support the most vulnerable children
Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate learning impacts of extended school closures, particularly for the most vulnerable children. In addition, it highlights emerging good practices.