Profiles
Javier Santiago Ortiz Correa
Consultant
Javier Santiago joined the UNICEF Office of Research – Innocenti in March 2020. He has worked for International Organizations since 2013. He has worked for UNESCO, UNDP and the World Bank in projects concerning property crime trends, the monitoring and evaluation of the effectiveness of conditional cash transfers, the impact of industrial policies for the automotive policies and the evaluation of the policing initiatives in cities to improve education outcomes. More recently, he has been a policy specialist consultant for the Global Partnership for Education (GPE) helping partner countries to develop their education sector analyses (ESA's) and their education sector plans (ESP's). Javier Santiago holds a PhD from the University of California, Riverside (2013) and a M.A. in International and Development Economics from the University of San Francisco (2007). His main fields of professional work are social policies (health and education), access to water and sanitation services, and the design, implementation and evaluation of public policies. When not dealing with data and water or development issues, he can be seen running on the streets.
Publications
Publication
Unlocking Learning: The co-creation and effectiveness of a digital language learning course for refugees and migrants in Greece
Publication
Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries
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.
Blogs
Blog
Lessons from COVID-19: Getting remote learning right
The massive scale of school closures has laid bare the uneven distribution of technology to facilitate remote learning and the lack of preparedness of systems to support teachers, and caregivers in the successful and safe use of technology for learning.