Going Virtual for Project Implementation – Decisions and Considerations

As we all adjust to working from home, we face many challenges, both personal and professional. Yet, we still deliver the work we were contracted to do for our clients and with our partner governments around the world. Therefore, we need to find ways to adapt, shift priorities, and collaborate in new ways in order to effectively implement project activities. A team from RTI International has been working on a series of recommendations, decision-support tools, and step-by-step guides based on their expertise from decades of working with education technologies in low-resource settings.

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Inclusive from the Start: Building Inclusivity into Education Programming During COVID-19 School Closures—and Beyond

All children have the right to learn.

However, the COVID-19 pandemic has disrupted the majority of education systems globally, impacting an estimated 91% of the world’s student population (UNESCO, 2020). Until more information is known about the virus and how to safely return to traditional school-based learning, countries are seeking ways to provide learning so that children and youth still benefit from education while at home. Unfortunately, during times of crisis, people who are the most marginalized risk being omitted from emergency response programming.

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Audio Computer-Assisted Self-Interview: Improving Data Quality to Address School-Related Gender-Based Violence

How do we as researchers know that the data we collect reflects the full unbiased experience of the student, especially when asking sensitive questions with no right or wrong answer? A team at RTI International designed a small pilot to unpack this very question. 

This article was co-written by: Julianne Norman, Maitri Punjabi and Lauren Edwards

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School closures and shifting timelines: When is it best to test if an assessment cannot take place as planned?

Though many of the issues we are facing in ensuring children worldwide are in school and learning are not new, COVID-19 has magnified the challenges. This pandemic has impacted nearly all facets of the world’s education systems and programs at the same time. Assessing children’s learning achievement is one important aspect of education support and reform; it is essential to know if children are learning. Yet many assessment efforts can no longer take place as planned. How can we gauge learning when best laid plans are out?

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