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Marco Valenza

Consultant

Marco joined the UNICEF Office of Research – Innocenti in August 2020 to support the Let Us Learn programme and contribute to COVID-related research. Prior to joining the Office of Research - Innocenti, he coordinated impact evaluation work at the World Bank in Senegal and managed large-scale surveys with Innovations for Poverty Action in Burkina Faso and Ivory Coast – working across different policy themes, including education and employment, private sector development and energy. Marco also has professional experience in qualitative research and design of monitoring systems, having served as evaluation consultant for the International Organisation for Migration (IOM) and as M&E Officer at the FAO in Benin. Marco holds a MSc in Development Studies from the London School of Economics and Political Science, having previously obtained a BSc in Economics from Bocconi University in Milan.

Publications

Reopening With Resilience: Lessons from Remote Learning During COVID-19 – Latin America and the Caribbean
Publication Publication

Reopening With Resilience: Lessons from Remote Learning During COVID-19 – Latin America and the Caribbean

The implementation of remote learning in Latin America and the Caribbean during the COVID-19 school closures confirmed that the divide in access to electricity and technology remained a major hurdle for governments across the region to serve all children. School closures risk widening existing learning gaps as private schools were more prepared to use technology for remote learning and children from wealthier households received more support at home while schools were closed. As countries in the region reopen their schools, it is vital that governments incorporate key lessons learned to improve the resilience and equity of the education systems. This report presents evidence on remote learning during the COVID-19 school closures in Latin America and the Caribbean to help guide decision-makers to build more effective, sustainable and resilient education systems for current and future crises.
Reopening With Resilience: Lessons from remote learning during COVID-19 in West and Central Africa
Publication Publication

Reopening With Resilience: Lessons from remote learning during COVID-19 in West and Central Africa

Countries in West and Central Africa strived to implement national responses to continue learning activities during school closures. These responses relied on a mix of channels, including online platforms, broadcast media, mobile phones and printed learning packs. Several barriers, however, still prevented many children and adolescents in the region from taking advantage of these opportunities, resulting in learning loss in a region where almost 50 per cent of children do not achieve minimum reading skills at the end of the primary cycle. This report builds on existing evidence to highlight key lessons learned in continuing education for all at times of mass school closures and provides actionable recommendations to build resilience into national education systems in view of potential future crises.
Let Us Continue Learning: Lessons from Madagascar for improving access and retention of vulnerable children in secondary school
Publication Publication

Let Us Continue Learning: Lessons from Madagascar for improving access and retention of vulnerable children in secondary school

This brief builds on programme monitoring data, impact evaluations and qualitative insights from the field to highlight lessons learnt and actionable recommendations for accessing and continuing vulnerable children’s secondary education.
Continuing learning for the most vulnerable during COVID-19: Lessons from Let Us Learn in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal
Publication Publication

Continuing learning for the most vulnerable during COVID-19: Lessons from Let Us Learn in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal

The COVID-19 pandemic has disrupted every aspect of society. In mid-April 2020, 192 countries had closed their schools, putting 9 out of 10 enrolled children out of school. These closures disproportionately affected marginalized children, worsening existing inequities across education systems worldwide.