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Reaching SDG4 By 2030: characteristics of interventions that can accelerate progress in the lowest-income countries

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  • B. Haßler

    (Open Development & Education)

Abstract

The COVID-19 pandemic has exacerbated the global learning crisis, with many learners losing access to their classrooms. Recovery from the pandemic and transition back to regular schooling is slow, and there is a need to catch up. Despite some EdTech having been introduced as a mitigating measure, it is clear that the poorest children, especially, have missed significant learning. The present overview paper seeks to offer inspiration, overarching considerations, and research evidence to highlight opportunities for collaboration to build back better after the COVID-19 crises — globally and particularly among low- and middle-income countries — knowing the urgency under which education policymakers are asked to act.

Suggested Citation

  • B. Haßler, 2022. "Reaching SDG4 By 2030: characteristics of interventions that can accelerate progress in the lowest-income countries," DECISION: Official Journal of the Indian Institute of Management Calcutta, Springer;Indian Institute of Management Calcutta, vol. 49(2), pages 189-194, June.
    • Handle: RePEc:spr:decisn:v:49:y:2022:i:2:d:10.1007_s40622-022-00321-0
    DOI: 10.1007/s40622-022-00321-0
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    2. Evans,David & Yuan,Fei, 2019. "What We Learn about Girls'Education from Interventions that Do Not Focus on Girls," Policy Research Working Paper Series 8944, The World Bank.
    3. Piper, Benjamin & Simmons Zuilkowski, Stephanie & Dubeck, Margaret & Jepkemei, Evelyn & King, Simon J., 2018. "Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides," World Development, Elsevier, vol. 106(C), pages 324-336.
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