This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings.
Violence against women and girls (VAWG) is preventable. Over the last two decades, VAWG prevention practitioners and researchers have been developing and testing interventions to stop violence from occurring, in addition to mitigating its consequences.
The pandemic is deeply affecting the environment in which girls and all children grow and develop.
USAID and other development practitioners and policymakers around globe are rapidly mobilizing to develop a coherent, multi-sector strategy for the COVID-19 response. The education sector specifically will contribute to the strategy by defining how support will be prioritized.
In response to the coronavirus disease 2019 (COVID-19) pandemic, 107 countries had implemented national school closures by March 18, 2020.
As school closures due to COVID-19 impact the majority of learners, education systems deployed remote learning solutions. Motivation is a central to learning. This poster presents tips for teachers on what they can do to motivate learners in such times.
As schools have closed due to COVID-19, the majority of children are learning remotely. Motivating your children during remote learning is central to their success. Motivation means ensuring they are interested, involved and confident in their learning.
In these times of school closure owing to the COVID-19 crisis, learners more than ever need their teachers’ support and continuous engagement with them.
What evidence exist regarding efforts to mitigate the secondary impact of past disease outbreaks and associated response on the education sector?