{"id":2531,"date":"2020-05-13T10:07:46","date_gmt":"2020-05-13T14:07:46","guid":{"rendered":"https:\/\/data.unicef.org\/data-for-action\/?p=2531"},"modified":"2020-05-13T10:07:46","modified_gmt":"2020-05-13T14:07:46","slug":"lessons-from-covid-19-getting-remote-learning-right","status":"publish","type":"post","link":"https:\/\/data.unicef.org\/data-for-action\/lessons-from-covid-19-getting-remote-learning-right\/","title":{"rendered":"Lessons from COVID-19: Getting remote learning right\u202f"},"content":{"rendered":"<p style=\"text-align: center\"><em>This blogpost\u00a0summarizes\u00a0recommendations for policy makers and\u00a0explores 3\u00a0good practices\u00a0for equitable\u00a0remote learning,\u00a0<\/em><a href=\"https:\/\/www.unicef-irc.org\/publications\/pdf\/IRB%202020-10.pdf\"><em><span style=\"color: #545454\">based on\u00a0recent\u00a0research<\/span>\u00a0<\/em><\/a><em>conducted using\u00a0data\u00a0on education responses to COVID-19 from\u00a0UNICEF staff\u00a0in 127 countries.<\/em><\/p>\n<p>To help contain the spread\u00a0COVID-19,\u00a0schools have closed around the world,\u00a0at its peak putting\u00a0 approximately\u00a01.6 billion or\u00a091% of the world\u2019s enrolled students\u00a0out of school\u00a0(<span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/en.unesco.org\/covid19\/educationresponse\">UNESCO<\/a><\/span>). Governments and education stakeholders have responded swiftly\u00a0implementing remote learning, using various delivery channels, including digital\u00a0tools, TV\/radio-based teaching, and take-home packages.\u00a0The\u00a0massive scale of school closures has laid bare the uneven distribution of technology to facilitate remote learning and the lack of preparedness of systems to support teachers, and\u00a0caregivers\u00a0in the successful and safe use of technology for learning.<\/p>\n<h3>Key recommendations to education policy makers for COVID-19 and beyond:<\/h3>\n<ul>\n<li><strong>Education systems need a \u2018Plan B\u2019 for safe and effective learning delivery when schools are closed. <\/strong>Producing accessible digital and media resources based on the curriculum will not only allow a quicker response, but their use in ordinary times can enrich learning opportunities for children in and out of school.<\/li>\n<li><strong>Infrastructure investment in remote and rural areas to reach marginalized children should be a priority<\/strong>. Initiatives like <span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.generationunlimited.org\/\">Generation Unlimited<\/a><\/span> and <span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.itu.int\/en\/ITU-D\/Initiatives\/GIGA\/Pages\/default.aspx\">GIGA<\/a><\/span>, can democratize access to technology and connectivity, increasing options for remote learning delivery and speeding up response during school closures.<\/li>\n<li><strong>Teacher training should change\u00a0<\/strong>to include management of remote \u2018virtual\u2019 classrooms, improving presentation techniques, tailoring follow-up sessions with caregivers and effective blending of technology into lessons.<\/li>\n<li><strong>Further applied research for learning and sharing what works is more important than ever<\/strong>. Increased focus on implementation research is needed to develop practical ways to improve teacher training, content production, parental engagement, and to leverage the use of technologies at scale.<\/li>\n<\/ul>\n<h3>Practices for more equitable remote learning<\/h3>\n<h4>Given the digital divide use multiple delivery channels<\/h4>\n<p>Large inequities exist in access to internet around the world as illustrated by figure\u00a01 below. \u00a0Governments are increasing access to digital content for children where possible, by negotiating\u00a0to\u00a0not\u00a0charge\u00a0data costs\u00a0for\u00a0education content (<span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/twitter.com\/airtelrw\/status\/1243514937907056640?s=20\">Rwanda<\/a>,\u00a0<a style=\"color: #545454\" href=\"https:\/\/techcentral.co.za\/telkom-zero-rates-education-websites-amid-coronavirus-outbreak\/96575\/\">South Africa<\/a>,\u00a0<a style=\"color: #545454\" href=\"https:\/\/darsak.gov.jo\/\">Jordan<\/a><\/span>).<\/p>\n<p><img loading=\"lazy\" loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2533\" src=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-1024x813.png\" alt=\"\" width=\"1024\" height=\"813\" srcset=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-1024x813.png 1024w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-300x238.png 300w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-768x610.png 768w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-1536x1219.png 1536w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-2048x1625.png 2048w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-200x159.png 200w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-227x180.png 227w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-454x360.png 454w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-723x574.png 723w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-1346x1068.png 1346w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-1500x1191.png 1500w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-01-2000x1587.png 2000w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/>Even with initiatives to increase access in the short-term, digital channels are not enough to reach all children, especially the most disadvantaged\u00a0as explored in\u00a0<strong><u>R<span style=\"color: #545454\">emote Learning Amid a Pandemic: Insights from MICS6<\/span><\/u>.<\/strong>\u202f\u202f\u00a0To expand their reach, 68% countries are\u00a0utilizing some combination of digital and non-digital (TV, Radio, and take-home packages) in their education responses.<\/p>\n<p><img loading=\"lazy\" loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2553\" src=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-1024x813.png\" alt=\"\" width=\"1024\" height=\"813\" srcset=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-1024x813.png 1024w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-300x238.png 300w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-768x610.png 768w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-1536x1219.png 1536w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-200x159.png 200w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-227x180.png 227w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-454x360.png 454w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-723x574.png 723w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-1346x1068.png 1346w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-1500x1190.png 1500w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped-2000x1587.png 2000w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-2-swapped.png 2040w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/p>\n<p>TV is being used by 75% of countries, including\u00a0making\u00a0TV\u00a0lessons accessible\u00a0for children with hearing impairments\u00a0with sign language\u00a0(Morocco,\u00a0<span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/blogs.worldbank.org\/europeandcentralasia\/uzbekistan-timely-response-learning-during-school-closures\">Uzbekistan<\/a><\/span>).\u00a0\u00a0Radio\u00a0is\u00a0also\u00a0a\u00a0widely used tool,\u00a058% of countries\u00a0report using\u202fit\u202fto deliver audio content.\u202fHowever,\u00a0digital, tv and radio\u00a0delivery channels\u00a0all\u00a0require electricity.\u00a0\u00a0Simple (unweighted)\u00a0average\u00a0of the\u00a028 countries with\u00a0data\u00a0by income level,\u00a0shows that\u00a0only 65% of households from the poorest quintile have electricity, compared to 98% of households from the wealthiest quintile. In seven countries (C\u00f4te d&#8217;Ivoire, Lesotho, Kiribati, Sudan, Gambia, Guinea-Bissau, and Mauritania)\u00a0less than 10% of the poorest households have\u00a0electricity.<\/p>\n<p>To address this challenge, 49% of countries are also using \u201ctake home\u201d packages for learners.\u00a0In\u202fJordan, refugee children are receiving learning packages\u202fand in\u202f<span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.unicef.org\/jamaica\/press-releases\/ecc-unicef-and-partners-provide-learning-kits-children-communities-affected\">Jamaica<\/a><\/span>\u00a0learn\u00a0and play kits\u00a0are delivered to\u00a0children in quarantined zones.\u202f\u00a0Parental engagement is\u00a0critically\u00a0important for learning and should not be\u00a0overlooked as explored in\u00a0the <span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.unicef-irc.org\/publications\/pdf\/IRB%202020-09.pdf\">recent research brief<\/a><\/span> on parental Engagement in Children\u2019s Learning \u2013 Insights for remote learning response during COVID-19<\/p>\n<p>Figure 3. Below shows the wide disparity in Radio ownership across\u00a088\u00a0countries, while figure 4 illustrates\u00a0the urban rural gap in TV ownership within countries.<\/p>\n<h4><img loading=\"lazy\" loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2537\" src=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-1024x813.png\" alt=\"\" width=\"1024\" height=\"813\" srcset=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-1024x813.png 1024w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-300x238.png 300w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-768x610.png 768w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-1536x1219.png 1536w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-2048x1625.png 2048w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-200x159.png 200w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-227x180.png 227w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-454x360.png 454w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-723x574.png 723w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-1346x1068.png 1346w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-1500x1191.png 1500w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Blog-RL-figure-03-2000x1587.png 2000w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/>Strengthen support to\u202fthe\u202fteachers, facilitators and parents delivering remote learning<\/h4>\n<p>Access to content is only the first step in remote learning. Countries are supporting caregivers who have been thrust into teaching at home, with tutoring materials, webinars\/helplines to answer their questions (<span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.unicef.org\/northmacedonia\/emotional-wellbeing-time-covid-19\" target=\"_blank\" rel=\"noopener noreferrer\">North Macedonia<\/a><\/span>, Uruguay).\u00a0Countries are engaging with caregivers, to not only support learning but to, provide psychosocial support to children (Bhutan, Cameroon, Ecuador, Eswatini, Guatemala, Oman, India),\u00a0provide tips\u00a0for children\u2019s online safety\u00a0(North Macedonia,\u00a0<span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/serbia.ureport.in\/opinion\/1684\/\" target=\"_blank\" rel=\"noopener noreferrer\">Serbia<\/a><\/span>) and\u00a0engage with\u00a0families\u00a0to allow girls to continue learning remotely rather than increasing their household duties (Ghana).<\/p>\n<h4><img loading=\"lazy\" loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2554\" src=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-1024x813.png\" alt=\"\" width=\"1024\" height=\"813\" srcset=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-1024x813.png 1024w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-300x238.png 300w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-768x610.png 768w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-1536x1219.png 1536w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-200x159.png 200w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-227x180.png 227w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-454x360.png 454w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-723x574.png 723w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-1346x1068.png 1346w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-1500x1190.png 1500w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped-2000x1587.png 2000w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2020\/05\/Figure-4-swapped.png 2040w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/>Gather feedback\u202fand strengthen monitoring of reach and quality<\/h4>\n<p>Countries have engaged in a variety of measures to collect feedback,\u00a0and to understand the usage and effectiveness of different delivery channels.\u00a0Monitoring of reach and quality for remote learning remains a challenge for many countries.\u00a0\u00a0While there is great need to understand how COVID-19 has impacted children, education actors must take care to ensure that any data collection exercise from children follows ethical considerations and, first and foremost does no harm (Berman, 2020).\u00a0Several countries are using simple tools (SMS in Tanzania, Chatbots in Mongolia) to gather feedback from parents to improve remote learning.\u00a0\u00a0Serbia,\u00a0<span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.2enable.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">South Africa<\/a><\/span>, Kazakhstan and\u00a0<span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/e-resurs.edu.az\/site\/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">Azerbaijan<\/a>\u00a0<\/span>have incorporated assessment tools within digital platforms.<\/p>\n<p><a href=\"http:\/\/www.unicef-irc.org\"><img loading=\"lazy\" loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-1939 size-medium\" src=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-300x300.jpg 300w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-1024x1022.jpg 1024w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-150x150.jpg 150w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-768x766.jpg 768w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-1536x1533.jpg 1536w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-2048x2043.jpg 2048w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-200x200.jpg 200w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-180x180.jpg 180w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-361x360.jpg 361w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-575x574.jpg 575w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-1070x1068.jpg 1070w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-1500x1497.jpg 1500w, https:\/\/data.unicef.org\/data-for-action\/wp-content\/uploads\/sites\/6\/2019\/04\/Blog-Logo_2019L-2000x1996.jpg 2000w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p><a href=\"https:\/\/www.unicef-irc.org\/profiles\/10099-Thomas-Dreesen.html\"><span style=\"color: #545454\">Thomas Dreesen<\/span>\u00a0<em>\u00a0<\/em><\/a><em>is an\u00a0Education\u00a0Manager at UNICEF\u2019s\u00a0Office of Research (OoR), <\/em><span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.unicef-irc.org\/profiles\/10077-Mathieu-Brossard.html\"><em>Mathieu Brossard<\/em><\/a><\/span><em> is the Chief of Education at UNICEF OoR- Innocenti.\u00a0<\/em><span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.unicef-irc.org\/profiles\/10074-Spogmai-Akseer.html\">Spogmai\u00a0Akseer<\/a>, <a style=\"color: #545454\" href=\"https:\/\/www.unicef-irc.org\/profiles\/10131-Akito-Kamei.html\">Akito Kamei<\/a><\/span> and <span style=\"color: #545454\"><a style=\"color: #545454\" href=\"https:\/\/www.unicef-irc.org\/profiles\/10130-Javier%20Santiago-Ortiz%20Correa.html\">Javier Santiago Ortiz<\/a><\/span> <em>are education research consultants at UNICEF OoR- Innocenti, Pragya Dewan is a consultant in the education\u00a0section of\u00a0UNICEF\u2019s\u00a0programme division, Juan-Pablo Giraldo is an education specialist in UNICEF\u2019s Programme division, and Suguru Mizunoya is a Senior\u00a0Advisor in statistics\u00a0and monitoring with UNICEF\u2019s Data and Analytics team.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This blogpost\u00a0summarizes\u00a0recommendations for policy makers and\u00a0explores 3\u00a0good practices\u00a0for equitable\u00a0remote learning,\u00a0based on\u00a0recent\u00a0research\u00a0conducted using\u00a0data\u00a0on education responses to COVID-19 from\u00a0UNICEF staff\u00a0in 127 countries. To help contain the spread\u00a0COVID-19,\u00a0schools have closed around the world,\u00a0at its peak putting\u00a0 approximately\u00a01.6 billion or\u00a091% of the world\u2019s enrolled students\u00a0out of school\u00a0(UNESCO). Governments and education stakeholders have responded swiftly\u00a0implementing remote learning, using various delivery [&hellip;]<\/p>\n","protected":false},"author":35,"featured_media":2532,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[15,23],"tags":[51,178,334],"class_list":["post-2531","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-covid-19","category-evidence-to-policy","tag-access-to-education","tag-education-equality","tag-office-of-research-innocenti"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Lessons from COVID-19: Getting remote learning right\u202f - UNICEF Data for Action Blog<\/title>\n<meta name=\"description\" content=\"Educators have responded to the COVID-19 pandemic swiftly implementing remote learning, using various delivery channels. What are the best practices?\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Lessons from COVID-19: Getting remote learning right\u202f - UNICEF Data for Action Blog\" \/>\n<meta property=\"og:description\" content=\"Educators have responded to the COVID-19 pandemic swiftly implementing remote learning, using various delivery channels. 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