Learning

Each of the case studies examines, describes, and analyzes the specific localized processes and decision-making of education system stakeholders from March 2020 to April 2021.

While data and information on new education channels is still becoming available, different strategies and outcomes used in two USAID-funded programs implemented by FHI 360 are also emerging: embedding resilience and self-reliance as winning strategies.   

When students return to education, they may feel fear or anxiety regarding the pandemic. Educators will need to deploy existing skills in new ways and/or develop new skills to overcome such adversity and continue to thrive.

Education systems have certain attributes that make them uniquely placed for building individual, community, and systemic resilience.

Before we move into 2020, we wanted to take a look back at what education looked like in 2019.

While social and emotional learning is important for all children and youth, for those in conflict and crisis, it is critical. Research from the developed world and emerging evidence in crisis-affected countries demonstrates that the harmful effects of toxic stress can be stopped or even reversed when children are exposed to safe and predictable learning environments, and actively participate in explicit social-emotional learning (SEL) activities.

SEL adds to the lives of individuals and communities in many ways, from combating toxic stress to academic achievement to strong economic returns.