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An ed-tech tragedy? Educational technologies and school closures in the time of COVID-19
The COVID-19 pandemic pushed education from schools to educational technologies at a pace and scale with no historical precedent. For hundreds of millions of students formal learning became fully...
Rapport
Assessment of the psychosocial impact of Covid-19 on teachers, teacher educators and learners and psychosocial support needs in selected Sub-Saharan African countries
This study, conducted by UNESCO IICBA in 2021 across 14 African countries, revealed significant psychological impacts of COVID-19. The most prevalent psychological impact was depression, affecting 31%...
Note d'orientation
Rethinking teacher training to support a lifelong learning journey
This policy brief advocates a shift from traditional professional development to lifelong learning, aligning with UNESCO's 2021 social contract for education. Emphasizing collaboration, it addresses...