Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal

Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal

Published: 2022 Innocenti Research Report

Learning remains largely out of reach for many of the most vulnerable children around the world. In low- and middle-income countries, an estimated 56% of children cannot read a simple text by the age of 10. This share is projected to rise to 70% after the pandemic. The school closures imposed by the COVID-19 outbreak, coupled with an enduring tendency in low-income countries to allocate a limited share of the national education budget to the most vulnerable, are further widening inequalities in the global learning crisis landscape.

The Let Us Learn (LUL) initiative implements innovative education programmes to improve learning for the most vulnerable children in five countries with high levels of out-of-school children: Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. This report documents the outcomes, lessons learned and recommendations based on the experience of the initiative across four types of learning programmes spanning the education lifecycle: (1) pre-primary education; (2) accelerated learning pathways; (3) programmes to reduce barriers to access and stay in formal school; and (4) vocational training.

Reopening with Resilience: Lessons from remote learning during COVID-19 – Eastern and Southern Africa

Reopening with Resilience: Lessons from remote learning during COVID-19 – Eastern and Southern Africa

Published: 2022 Innocenti Research Report

The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems.

The Impact of Educational Policies and Programmes on Child Work and Child Labour in Low- and-Middle-Income Countries: A rapid evidence assessment (Study Protocol)

The Impact of Educational Policies and Programmes on Child Work and Child Labour in Low- and-Middle-Income Countries: A rapid evidence assessment (Study Protocol)

AUTHOR(S)
Chuka Emezue; Cristina Pozneanscaia; Greg Sheaf; Valeria Groppo; Shivit Bakrania; Josiah Kaplan

Published: 2021 Innocenti Working Papers

There is increasing evidence on the importance of education access and quality for the abolition of child labour. However, to date, only a few evidence assessments have documented the effectiveness of educational policies and programmes with respect to child labour. This Rapid Evidence Assessment (REA) aims to fill this gap by providing a comprehensive review of the effects of educational policies and programmes on child labour. With the objective to provide policy and programmatic recommendations, the review will focus on quantitative and mixed methods studies that identify causal effects. The REA will be complemented by an evidence gap map.

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

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

AUTHOR(S)
Cirenia Chávez; Marco Valenza; Annika Rigole; Thomas Dreesen

Published: 2021 Innocenti Research Briefs

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.

This brief draws on the experience of five UNICEF education country programmes supported by the Let Us Learn (LUL) initiative, to document tangible lessons in adapting education programmes to support the most marginalized children during school and learning centre closures.

The evidence in this brief stems from a series of semi-structured interviews with Education and Child Protection specialists, as well as a document review of available COVID-19 response studies, in the five LUL-supported UNICEF Country Offices.

Cite this publication | No. of pages: 12 | Thematic area: Education | Tags: COVID-19, education, educational programmes
Ready to Start School, Learn and Work: Evidence from three education programmes for out-of-school children and adolescents in Bangladesh

Ready to Start School, Learn and Work: Evidence from three education programmes for out-of-school children and adolescents in Bangladesh

AUTHOR(S)
Marco Valenza; Cirenia Chávez; Annika Rigole; Taniya Laizu Sumy; Mohammad Mohsin; Iqbal Hossain

Published: 2021 Innocenti Research Report

Children in the Sylhet division, in the Northeast of Bangladesh, face complex challenges in accessing quality education, at all school levels. The region ranks among the poorest performers in learning attainment across education levels. UNICEF Bangladesh and its partners have leveraged resources from the Let Us Learn (LUL) initiative to deliver three alternative learning pathways for out-of-school children and adolescents in remote areas of Sylhet. The three pathways cover key transition points in a child’s education: Getting ready to start school (Pre-Primary Education programme), learning foundational skills (A​bility-B​ased Accelerated Learning programme) and entering the job market (Alternative Learning Pathway programme). This report presents evidence on the achievements of the three programmes, highlighting key policy recommendations. The findings draw on analysis of programme monitoring data, qualitative case studies, focus group discussions and interviews. This paper is one of a series of research reports presenting emerging evidence on programmes supported by the LUL initiative, which aims to expand quality learning opportunities for disadvantaged children in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal.

Integrating Economic and Social Policy: Good practices from high achieving countries

Integrating Economic and Social Policy: Good practices from high achieving countries

AUTHOR(S)
Santosh Mehrotra

Published: 2000 Innocenti Working Papers
This paper examines the successes of ten 'high-achievers' - countries with social indicators far higher than might be expected given their national wealth. Their progress in such fields as education and health offers lessons for social policy elsewhere in the developing world. Based on UNICEF-supported studies in each country, the paper shows how, in the space of fifty years, these high-achievers have made advances in health and education that took nearly 200 years in the industrialized world. It pinpoints the policies that have contributed to this success - policies that could be replicated elsewhere.
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