Innocenti Research Report Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal AUTHOR(S) Marco Valenza; Thomas Dreesen 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. + - Cite this publication | No. of pages: 43 | Thematic area: Education | Tags: access to education, afghanistan, bangladesh, childhood education, COVID-19, COVID-19 response, early childhood education, education, educational crisis, educational planning, educational policy, educational programmes, educational projects, liberia, madagascar, nepal, primary education, secondary education × COPY BIBLIOGRAPHIC CITATION Marco Valenza; Thomas Dreesen 2022 Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. , pp. 43.
Innocenti Research Report 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 (Ability-Based 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. + - Cite this publication | No. of pages: 30 | Tags: adolescents, bangladesh, educational programmes, learning, out-of-school youth × COPY BIBLIOGRAPHIC CITATION Marco Valenza; Cirenia Chávez; Annika Rigole; Taniya Laizu Sumy; Mohammad Mohsin; Iqbal Hossain 2021 Ready to Start School, Learn and Work: Evidence from three education programmes for out-of-school children and adolescents in Bangladesh. , pp. 30.
Innocenti Working Papers The Urban Divide: Poor and middle class children’s experiences of school in Dhaka, Bangladesh AUTHOR(S) Stuart Cameron Published: 2012 Innocenti Working Papers Children living in urban slums in Dhaka, Bangladesh, often have poor access to school and attend different types of school than students from middle class households. This paper asks whether their experiences in school also disadvantage them further in terms of their learning outcomes and the likelihood of dropping out. It is based on interviews with 36 students aged 11-16 from both slum and middle-class backgrounds, in 2012. The paper discusses how these experiences in school are likely to heighten the risk of dropping out for slum students, analyses the results in terms of de-facto privatization and school accountability, and recommends better regulation of private tuition, and teaching styles that are less obsessed with examination results. + - Cite this publication | No. of pages: 54 | Thematic area: Child Poverty, Education, Urban Child | Tags: bangladesh, education, secondary schools, urban informal settlements, urban poverty × COPY BIBLIOGRAPHIC CITATION Stuart Cameron 2012 The Urban Divide: Poor and middle class children’s experiences of school in Dhaka, Bangladesh. , pp. 54.