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Akito Kamei

Consultant

Akito joined the UNICEF Office of Research – Innocenti in March 2020. He focuses primarily on conducting education research on the Akelius programme. Prior to joining UNICEF, Office of Research, Akito gained field experiences working on a randomized control trial program in Uganda and disseminating academic knowledge to policymakers in Nepal through policy briefs. He also worked at the Inter-American Development Bank to evaluate a large-scale government early childhood development program in Nicaragua. With the World Bank, he conducted research on urban poverty and labor market outcomes in Ethiopia. He holds a Master of Economics from the University of Tokyo and is currently completing his Ph.D. degree in Applied Economics at the University of Illinois at Urbana-Champaign.

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.
Unlocking Learning: The co-creation and effectiveness of a digital language learning course for refugees and migrants in Greece
Publication Publication

Unlocking Learning: The co-creation and effectiveness of a digital language learning course for refugees and migrants in Greece

COVID-19: Effects of school closures on foundational skills and promising practices for monitoring and mitigating learning loss
Publication Publication

COVID-19: Effects of school closures on foundational skills and promising practices for monitoring and mitigating learning loss

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.
Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19
Publication Publication

Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19

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.

Blogs

Can we count on parents to help their children learn at home?
Blog Blog

Can we count on parents to help their children learn at home?

This blog shows the disparities across and within countries in children’s reading skills and looks at the associations between parental engagement and learning, using the data from the MICS 6 new modules on foundational learning skills and on parental engagement.
Lessons from COVID-19: Getting remote learning right 
Blog 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.