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      SDG 4 and the COVID-19 emergency: Textbooks, tutoring, and teachers

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          Abstract

          COVID-19 once again revealed the inherent weaknesses in relying on classroom-based schooling and ICT to sustain learning, a danger already familiar from earlier man-made and natural disasters. A lack of textbooks and lack of guidance for caregivers to support home-based learning limited the effectiveness of efforts to provide continuity of learning. These same elements are the key to preparing better for the next crisis and keeping SDG 4 on track.

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          Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone

          Sarah Barnett, Jetske van Dijk, Abdulai Swaray … (2018)
          Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
          Article 0 comments Cited 6 times – based on 0 reviews     Review now
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            Refining social studies textbooks for behavior change in Bangladesh

            A Smart (2019)
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              Contextualizing the goals of social and emotional learning curricula and materials

              M Jukes (2019)
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                Author and article information

                Contributors
                Colette Chabbott: cchabbott@gmail.com
                Bio :
                Colette Chabbott

                is a co-founder of NISSEM and an adjunct faculty member in George Washington University’s International Education Program. She has consulted on education policy and practice for the BRAC, CARE, CG-ECCD, Hewlett Foundation, RTI, Save the Children, UNICEF and USAID, among other organizations, designing and evaluating children’s basic education, girls’ education and early grades reading, particularly in fragile contexts, with particular emphasis in recent years on textbooks and social and emotional learning. Her academic research explores the role international organizations and science play in promoting global education agenda, such as the Sustainable Development Goals, most recently addressed in Institutionalizing Health and Education for All: Global Goals, Innovations, and Scaling Up (2015, Teachers College Press).

                Margaret Sinclair: ma.sinclair@gmail.com
                Bio :
                Margaret Sinclair

                has worked on education planning and education in emergencies with UNESCO and UNHCR. She is the author of IIEP’s Education Planning in and after Emergencies (2002) and IBE’s Learning to Live Together (2004). As consultant to UNHCR and UNESCO, she supported the creation of the Inter-agency Network for Education in Emergencies (INEE) in 2000 and, as education adviser at Education Above All, she helped establish the Global Coalition to Protect Education from Attack (GCPEA) in 2010. Her advocacy of life-skills-based education for conflict resolution continues through promotion of SDG 4.7 themes and social and emotional learning (SEL) with NISSEM.org (which she co-founded in 2018).

                Journal
                Journal ID (nlm-ta): Prospects (Paris)
                Journal ID (iso-abbrev): Prospects (Paris)
                Title: Prospects
                Publisher: Springer Netherlands (Dordrecht )
                ISSN (Print): 0033-1538
                ISSN (Electronic): 1573-9090
                Publication date (Electronic): 28 June 2020
                Pages: 1-7
                Affiliations
                [1 ]GRID grid.253615.6, ISNI 0000 0004 1936 9510, George Washington University, ; 2121 I St NW, Washington, DC 20052 USA
                [2 ]GRID grid.12082.39, ISNI 0000 0004 1936 7590, University of Sussex, ; Brighton, UK
                Article
                Publisher ID: 9485
                DOI: 10.1007/s11125-020-09485-y
                PMC ID: 7321649
                PubMed ID: 32836424
                SO-VID: 87f25479-892d-4488-9838-266c2f1994aa
                Copyright © © UNESCO IBE 2020
                License:

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                Categories
                Subject: Viewpoints/ Controversies

                Keywords: covid-19,education in emergencies,sdg 4,textbooks,home-based learning,peer-tutoring,teachers,social and emotional learning (sel)
                Data availability:
                Keywords: covid-19, education in emergencies, sdg 4, textbooks, home-based learning, peer-tutoring, teachers, social and emotional learning (sel)

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