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Carolina Alban Conto


Carolina joined the UNICEF Office of Research – Innocenti in March 2020. She is a development economist that has contributed for 10+ years to the generation of knowledge, the promotion of evidence-based decision-making, and the construction of strategies for policy innovation. With experience conducting applied research and in policymaking, her work has focused on social sector topics including education, labour, migration, inequality, and poverty. Prior to joining UNICEF, Carolina led the area of development cooperation at the Colombian Embassy in Paris, worked as a policy analyst at the OECD and served as senior advisor to the Colombian entity in charge of evaluating the quality of education. She has conducted research with the World Bank, the Institute of Economic and Social Development Studies (IEDES) and the research centre Development, Institutions and Globalization (DIAL). Carolina owns a PhD from the Paris School of Economics and academic majors in Public Policy and Development (MSc), Economics (MSc) and Sociology (BA).
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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



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