In a new paper, we looked at how much learning loss might be experienced in Ethiopia, Kenya, Liberia, Tanzania and Uganda as a result of school closures in the pandemic.

The Economist looks at the effect of COVID-19-related school closures on learning, and opportunities.

The experience of the Botswana scaling lab over the past year offers several important insights and reflections that may be useful more broadly for those working to affect large-scale improvements in children’s learning, particularly in low-resource environments.

The Teaching at the Right Level approach — delivered both in schools and its principles delivered virtually through mobile phones — is a way to address the learning crisis and build back better to enable all children to achieve foundational learning.

In March 2020, the onset of COVID-19 and school closures in Botswana presented an opportunity to pivot our education programs to remote instruction and venture into the unknown: digital education programming. In response, we designed and implemented digital adaptations of our education and health programs.

Targeted instruction is recommended as a 'good buy' by the Global Education Evidence Advisory Panel.

Pulitzer Prize-winning journalist Tina Rosenberg's New York Times 'Fixes' column looks at solutions to social problems and why they work. Here she covers Youth Impact's work delivering remote tutoring during the pandemic.

This paper sets out seven priority action areas to deliver changes crucial to advert an education catastrophe for the world’s children.

While remote learning measures are essential for mitigating the short-term and long-term consequences of COVID-19 school closures, little is known about their impact on and effectiveness for learning. This working paper contributes to filling this gap.

We take evidence seriously. But the JPAL/MITx MicroMasters in Data, Economics, and Development Policy (DEDP) has given us an opportunity to take this commitment to the next level—ensuring that all staff not only get an introduction to "good evidence" (which is part of our onboarding process), but also that everyone, not just our research team, is connected to the evidence.