Recovering lost learning: what can be done quickly and at scale?
This paper draws key messages to help policy and practice to mitigate the disruptive effects of the COVID-19 crisis on student learning.
This paper draws key messages to help policy and practice to mitigate the disruptive effects of the COVID-19 crisis on student learning.
The purpose of this resource package is to assist World Bank task teams in ensuring that their projects are inclusive and responsive to the needs of women and girls.
This two-part technical brief provides guidance on how to strengthen and operationalize the integration of menstrual health in sexual and reproductive health and rights policies and programmes at global, regional and national levels.
This booklet compiles 10 good practices of the Happy Schools activities from different countries in Asia-Pacific.
This report highlights findings from the Happy Schools Project: Capacity Building for Learner Well-being in the Asia-Pacific (Phase II) pilots in Japan, Lao PDR and Thailand from 2018-2020.
In the context of the Global Education Coalition, formed by UNESCO to support governments in their educational response to COVID-19, UNESCO has collaborated with partners to develop a COVID-19 Response Toolkit in Education. This toolkit contains 9 chapters.
Este documento tiene un doble objetivo.
The COVID-19 pandemic has disrupted the lives of adolescents and young people, worsening their prospects for social and economic advancement.
Since the beginning of the COVID-19 epidemic in the DRC, the Social Sciences Analytics Cell (CASS) has conducted integrated analyses of the impact of the pandemic and response on the health, protection, and economic security of communities.
COVID-19 has resulted in Ministries of Education across the world, including Namibia, having to Re-think, Re-imagine, Re-innovate and Re-design the provisions of education in a way that best meets the needs of all learners and teachers.