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COVID-19 has closed schools and disrupted learning across much of the world, and governments are facing tough choices as they adjust. But the pandemic isn't affecting everyone the same way. Are school closures disproportionately increasing the risks girls face? Will closures and distance learning exacerbate existing inequalities, and how can we mitigate them? And how have international donors mobilized to support education systems during this time?
CGD experts are researching the effects of school closures during crises and analyzing new data to help education policymakers in developing countries navigate the challenge of protecting students and their educations.
In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills.
School closures in response to COVID-19 are putting girls in developing countries at a substantial risk of gender-based violence, early pregnancy, and dropping out once schools reopen, according to a new survey from CGD.