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Jessica Bergmann

Education Research Manager

Jessica Bergmann is an education researcher with the UNICEF Office of Research - Innocenti. Prior to joining the Office of Research - Innocenti, Jessica worked with the Education Commission, where she managed several research initiatives, including a multi-country research study on the use of delivery approaches to support policy implementation in education and the Save Our Future campaign, which convened researchers from around the world to study the impacts of COVID-19 school closures and create clear policy recommendations to support an equitable recovery. Jessica has extensive experience in research dissemination and utilization activities, including executing large-scale policy forums with ministries, facilitating multi-stakeholder knowledge-sharing events, and designing workshops to improve the use of evidence in policy and program design. She previously worked in Uganda designing and implementing teacher training and literacy programs and designing monitoring and evaluation systems to improve data-driven decision making across the organization. Jessica holds her Ed.M. in International Education Policy from the Harvard Graduate School of Education and her Bachelors in Secondary Education and English from Loyola University Chicago. She has worked across all parts of the education system, including with governments, international organizations, NGOs and community-led organizations, and formerly as a secondary school English teacher.

Publications

Augmenter la Représentation des Femmes Dans la Direction des Écoles: Une voie prometteuse pour améliorer l’apprentissage
Publication

Augmenter la Représentation des Femmes Dans la Direction des Écoles: Une voie prometteuse pour améliorer l’apprentissage

De nouvelles études montrent une association positive entre les femmes dirigeantes d'école et les résultats des élèves. Certaines études suggèrent que les femmes dirigeantes scolaires sont plus susceptibles que leurs homologues masculins d'adopter des pratiques de gestion efficaces pouvant contribuer à l'amélioration des résultats. Cependant, les femmes restent largement sous-représentées aux postes de direction des écoles, en particulier dans les pays à revenu faible ou intermédiaire. Cette publication présente de nouvelles connaissances sur l'association entre les femmes dirigeantes d'école et les résultats scolaires, et attire l'attention sur la sous-représentation des femmes dans les postes de direction d'école. Elle souligne la nécessité de poursuivre les recherches sur le genre et la direction des écoles afin d'identifier les politiques et les pratiques qui peuvent être mises en œuvre pour augmenter la représentation des femmes et étendre les pratiques de gestion de haute qualité adoptées par les femmes dirigeantes à un plus grand nombre d'écoles afin d'améliorer les résultats scolaires de tous les enfants.
Increasing Women’s Representation in School Leadership: A promising path towards improving learning
Publication

Increasing Women’s Representation in School Leadership: A promising path towards improving learning

Emerging evidence shows a positive association between women school leaders and student performance. Some studies suggest women school leaders are more likely than their male counterparts to adopt effective management practices that may contribute to improved outcomes. However, women remain largely underrepresented in school leadership positions, particularly in low- and middle-income countries. This brief presents emerging insights on the association between women school leaders and education outcomes and draws attention to women’s underrepresentation in school leadership roles. It highlights the need for further research on gender and school leadership to identify policies and practices that can be implemented to increase women’s representation and scale high-quality management practices adopted by women leaders to more schools to improve education outcomes for all children.
Where are we on Education Recovery? Taking the Global Pulse of a RAPID Response
Publication

Where are we on Education Recovery? Taking the Global Pulse of a RAPID Response

Two years into the COVID-19 global pandemic, education has been seriously disrupted. In response to this crisis, the global priority remains to ensure every child is supported so they can return to school and catch up on lost learning. Recognizing the need to accelerate education recovery with urgent, at-scale action, this joint report by UNICEF in partnership with UNESCO and the World Bank highlights staggering levels of learning loss globally and takes stock of the measures being taken by countries to mitigate learning losses as schools reopen. Based on a survey of 122 UNICEF country and fundraising offices administered in early March 2022, the report presents the importance of and progress made in five key actions for education recovery, the RAPID: Reach every child and retain them in school; Assess learning levels; Prioritize teaching the fundamentals; Increase catch-up learning and progress beyond what was lost; and Develop psychosocial health and well-being so every child is ready to learn.
The State of the Global Education Crisis: A Path to Recovery
Publication

The State of the Global Education Crisis: A Path to Recovery

The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children’s learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected.

Blogs

Can more women in school leadership improve learning outcomes?
Blog

Can more women in school leadership improve learning outcomes?

The global education community has long focused on girls’ education and finding pathways to increasing girls’ access and retention in school, improving learning, and supporting girls’ holistic wellbeing. While the positive effects of female teachers on girls’ education have been well-researched, one piece often missing from gender discussions in education is school leadership – and the noticeable absence of women school leaders around the world.