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Marta Carnelli

Education Researcher (Digital Learning)

Marta joined the UNICEF Office of Research - Innocenti in March 2021. She focuses primarily on building research and evidence into the implementation of the “Learning Passport” digital platform. Before joining UNICEF, Marta worked for two years as a Project Manager at the World Bank where she helped lead the set-up of the Global Education Policy Dashboard, an innovative initiative that aims to help guide countries' efforts in addressing the learning crisis. Previously, she also worked with Innovations for Poverty Action (IPA) in Bangladesh, Colombia, and the Dominican Republic where she managed a portfolio of more than fifteen impact evaluations and research studies. Marta has an MSc in Economic Development and Growth from Universidad Carlos III de Madrid and a BA in Economics from Bocconi University.

Publications

Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia
Publication

Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia

When schools started closing their doors due to COVID-19, countries in Europe and Central Asia quickly provided alternative learning solutions for children to continue learning. More than 90 per cent of countries offered digital solutions to ensure that education activities could continue. However, lack of access to digital devices and a reliable internet connection excluded a significant amount of already marginalized children and threatened to widen the existing learning disparities. This report builds on existing evidence highlighting key lessons learned during the pandemic to promote learning for all during school closure and provides actionable policy recommendations on how to bridge the digital divide and build resilient education systems in Europe and Central Asia.
Digital Learning for Every Child: Closing the Gaps for an Inclusive and Prosperous Future
Publication

Digital Learning for Every Child: Closing the Gaps for an Inclusive and Prosperous Future

Pre-Covid-19, half of the world’s children were already unable to read a simple text by the age of 10. School closures have deepened pre-existing learning disparities, within and among countries, due to inequities in access to technology. This brief summarises research findings and provides actionable recommendations for how to equitably scale up digital learning and provide children and young people with the skills to improve their prospects and safeguard their well-being. It pinpoints solutions for education systems’ use of digital and blended learning anchored in a sound pedagogical approach and urges the G20 and other countries to overcome the barriers that limit the potential benefits of digital learning.