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WORKING PAPERS
October 19, 2022
To contain the spread of the COVID-19 pandemic, schools in Kenya, as in many other countries, had to temporarily close. This study investigates the extent to which lockdowns and school closures affected households and low-cost private schools (LCPS) in four urban informal settlements in Nairobi. Qua...
Blog Post
May 06, 2021
CGD’s education program is launching the Partnership for Research on Progress and Resilience in Education (PREPARE), a consortium of research institutions who will work together to produce rigorous evidence on the most important education challenges posed by COVID-19. In this blog, PREPARE partners ...
Blog Post
April 01, 2021
The House Foreign Affairs Committee recently advanced the Global Learning Loss Assessment Act. This bipartisan, bicameral legislation shines a light on the critical issue of learning loss—and the impacts of disrupted education more broadly—as schools around the world closed due to the COVID-19 pande...
Blog Post
June 12, 2020
This week, in our final installment in the series, we examine how one particularly vulnerable population served by the Luminos Fund—refugee children in Lebanon—has been affected. The Citizens Foundation in Pakistan describes what school closures mean for girls and their education and life oppor...
Blog Post
May 29, 2020
This week, as part of our “Diaries from the Frontline” series we are looking at how TCF and the Luminos Fund are supporting their teachers and principals. Their experiences show that teachers, not buildings, are the backbone of any school system. And even while schools are closed, there is evidence ...
Blog Post
May 14, 2020
“Diaries from the Frontline” is a new blog series that will feature stories from education organizations about what the crisis means for them and the underprivileged communities in which they’re working, as well as the ways that they are helping children to stay engaged in learning or helping famili...