COVID_NORRAG Philanthropy

Disaster Philanthropy: Exploring the Power and Influence of the Private Sector and For-Profit Philanthropy in Pandemic Times

This NORRAG Debates: Philanthropy in Education is contributed by Lara Patil, Advisor at NORRAG. She argues that education practitioners and scholars must ensure that transparent, evidence-based decision-making and accountability is maintained by the private sector and for-profit philanthropy in the time of COVID-19 crisis. This will ensure that resources are used effectively and partnerships are […]

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Teach For Pakistan Fellows (from left to right) Sannia Salman, Rabiah Chaudhury, and Fajarna Huda along with their students on a field trip before schools closed due to COVID-19.

Staying Connected: Teach For Pakistan Fellows Respond to the Needs of Their Students Despite the Distance

This article was written by Teach for All and originally published on the Teach for All website on 22 April 2020. When the COVID-19 pandemic shut down schools in Pakistan, Rabiah Chaudhry was teaching social studies to fourth graders at a government school in Nurpur Shahan, Islamabad as a Teach For Pakistan Fellow. While a […]

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Photo: Henry Donati/DFID

Estimating learning loss by looking at time away from school during grade transition in Ghana

This blog was written by Ricardo Sabates, Reader in Education at the Faculty of Education, University of Cambridge and member of the REAL Centre, and Emma Carter, Research Associate at the REAL Centre. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research […]

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COVID_RTI II

Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss

This article was co-authored by Christopher Cummiskey and Jonathan Stern. It benefitted from input from Joe DeStefano, Tim Slade, and Ben Piper. The article was originally published on the RTI SharEd website on 13 May 2020. Part I can be read here. A couple of weeks ago, we set the stage for developing evidence-based, data-driven […]

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