Innocenti Research Report Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres AUTHOR(S) Sophia Kan; Mirwais Fahez; Marco Valenza Published: 2022 Innocenti Research Report In Afghanistan, 93% of children cannot read a simple text by the age of 10. Education is not available to everyone, especially for girls and children in remote areas. A form of community-based education, called Accelerated Learning Centers (ALCs), can help close the distance barrier and meet the needs of out-of-school children and girls. In May 2021, an assessment of foundational literacy and numeracy skills of ALC students and nearby government school students was conducted. Results show that children at ALCs are learning at similar levels or better compared with children who attend government schools. This report provides insight into practices to improve education in rural areas in Afghanistan. + - Cite this publication | No. of pages: 64 | Tags: access to education, afghanistan, basic education, child education, education, education of girls, equity, female education, gender-responsive programmes, inequity, literacy, non-formal education, out-of-school youth, rural areas, teachers × COPY BIBLIOGRAPHIC CITATION Sophia Kan; Mirwais Fahez; Marco Valenza 2022 Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres. , pp. 64.
Innocenti Research Report Reopening With Resilience: Lessons from Remote Learning During COVID-19 – East Asia and the Pacific AUTHOR(S) Youngkwang Jeon; Akihiro Fushimi; Dominic Koeppl; Thomas Dreesen Published: 2021 Innocenti Research Report COVID-19 school closures in East Asia and the Pacific threaten to widen existing learning inequities and increase the number of children out of school. During the pandemic, governments rapidly deployed remote learning strategies, ranging from paper-based take-home materials to digital platforms. However, lack of electricity – critical to connectivity – remains a key obstacle for the region, particularly in rural areas. Therefore, while digital learning platforms were offered by most Southeast Asian countries, take-up was low. A combination of modalities – including mobile phone-based learning strategies – and collaboration with a range of non-governmental education stakeholders have the potential to enhance the reach of remote learning and to make it more engaging for students. Lessons from the regional implementation of these strategies emphasize the importance of research to understand the needs of students, educators and parents and the impact of remote learning, especially in low-resource contexts. + - Cite this publication | No. of pages: 16 | Thematic area: Education | Tags: COVID-19, COVID-19 response, east asia, electricity, government policy, online learning, pacific islands, remote learning, rural areas × COPY BIBLIOGRAPHIC CITATION Youngkwang Jeon; Akihiro Fushimi; Dominic Koeppl; Thomas Dreesen 2021 Reopening With Resilience: Lessons from Remote Learning During COVID-19 – East Asia and the Pacific. , pp. 16.
