3 Print. Resource Pack to Support Remote Learning. Acknowledgements. Much appreciation goes to Giti Mohn, Atif Rafique, Manuel Cardoso (UNICEF), Alex Twinomugisha, Robert Hawkins, and Maria Rebeca Barron Rodriguez (World Bank) who have led the development of the Remote Learning Resource Packs. This set of resources would not have been possible without funding from the Global Partnership for Education, and support and contribution of Mott MacDonald Limited, trading as Cambridge Education who were commissioned by UNICEF’s Global Education Team, New York Headquarters. To produce the materials, Cambridge Education worked in collaboration with AMR International Development Education Associates Inc. and the Open University, UK. From Cambridge Education, Barbara Payne OBE and Helen Kamal served as Project Director and Team Leader respectively for this work, with Ursula Grant as Deputy Team Leader, and Anca Savu as Project Manager. The lead authors and key researchers were Ursula Grant, Caroline Jordan, Helen Kamal, Sabine Kube-Barth, Dan Waistell, Sue Williamson (Cambridge Education); Claire Hedges and Tom Power (Open University, UK) and Dr Alison Mead Richardson (AMR International Development Education Associates Inc). In addition, valuable contributions were made by Frank Van Cappelle, Erin Tanner, Antoine Marivin, Nisrine El Makkouk, Jessica Catherine Brown, Eduardo Garcia Rolland, Ameena Mohamed Didi, Rachel Cooper, Juan Pablo Giraldo, Bassem Nasir, Florian Rabenstein, and Auken Tungatarova (UNICEF), as well as Diego Armando Luna Bazaldua, Sharon Zacharia, Edmond Gaible, Esther Gacicio and Ariam Mogos (World Bank). The resource packs were designed by Ensemble Media. Published in January 2022 Remote Learning Resource Pack 3: Print — Introduction 2 Contents. 1 About the Remote Learning Resource Packs...........................................................................4 1.1 Introduction to the print-based remote learning pack.........................................................5 1.2 Case studies included in the pack.............................................................................................6 2 What is remote learning using print and why is it used?...................................................7 3 Preparing for development of print-based remote learning.......................................... 10 3.1 Who are the learners?................................................................................................................ 10 3.2 What are they learning, and why?.......................................................................................... 14 3.3 What is the wider local context for print-based remote learning?................................ 16 3.4 What other print-based resources are available?...............................................................17 3.5 How will the programme be developed and tested?........................................................ 19 4 Considerations for developing an effective print-based remote learning programme.......................................................................................................................... 21 4.1 Access and equity....................................................................................................................... 21 4.1.1 Learners’ language and literacy....................................................................................... 21 4.1.2 Gender-responsive pedagogy through print-based materials..................................... 25 4.1.3 Learners with disabilities and print-based learning....................................................... 28 4.1.4 Materials distribution and access.................................................................................... 31 4.2 Quality and support.................................................................................................................... 35 4.2.1 Learner autonomy.............................................................................................................. 35 4.2.2 Learner interaction............................................................................................................. 39 4.2.3 Parental and caregiver support........................................................................................ 43 4.2.4 Instructional design for print-based materials................................................................ 47 4.3 Assessment.................................................................................................................................. 50 4.3.1 Assessing learner progress.............................................................................................. 50 5 Monitoring for quality assurance................................................................................................ 55 6 Integrating print with other remote learning approaches.............................................. 59 6.1 Supplementing print-based remote learning with other media.................................... 59 6.2 Supplementing other media with print-based resources................................................ 61 6.3 Planning for integration of media within a print-based remote learning programme...... 62 7 Looking ahead...................................................................................................................................... 63 References.............................................................................................................................................. 68 Remote Learning Resource Pack 3: Print — Introduction 3 1. About the Remote Learning Resource Packs. In response to the challenge This introductory Resource Pack considers the key elements of to education systems a ‘pedagogy-first’ approach to remote learning, starting with the PAC K 1. learner and learning, then considering technology options and presented by the global your programmes’ broader approach to supporting learning. It Introduction. discusses some of the most common considerations that remote COVID-19 pandemic, programmes often overlook but which, if carefully considered, UNICEF and the World can lead to improved learning for more children. Bank have created a set Radio has a long-established position among remote learning of seven Resource Packs modalities, reflecting in part its wide accessibility in many parts of about remote learning. PAC K 2 . the world including in some of the hardest to reach areas. This pack The packs are designed is designed to support you if you are involved in remote learning Radio. using radio and help you to strengthen and improve systems and to support government approaches so that learning outcomes can be improved for all officials and staff in national children and young people. and international agencies Despite advances in technology, print remains a crucial tasked with designing and medium for many learners around the world. This pack implementing effective PAC K 3 . discusses some of the major strengths and limitations of print remote learning opportunities Print. as a medium for delivery of remote learning and identifies some of the approaches that can be taken when planning for for children in development the use of print within remote learning. and humanitarian contexts. Remote learning is the A recent UNICEF survey of 127 countries using technology for remote learning identified that 75% are using edTV. This pack process of teaching and PAC K 4 . is designed to support you if you are involved in remote learning learning performed at a TV. through edTV. It can help you to strengthen and improve your systems and approaches so that learning outcomes can be distance. Rather than having improved for all children and young people. learners meet their teachers in person, learners are distanced from their teacher and This Resource Pack is intended to help you design new digital PAC K 5 . remote learning programmes or strengthen existing programmes. possibly their peers as well. This pack will help evaluate your digital learning options by placing Digital. your learning purpose and the context of your learners at the heart One of the consequences of your decision making. of COVID-19 is that almost every country has had to put in place remote learning There are over 5 billion mobile users in the world today. PAC K 6 . Unsurprisingly, many countries are turning to mobile technology programmes. The packs are for remote learning. This pack is about creating and strengthening therefore designed primarily Mobile. effective remote learning programmes using mobile technology. It overlaps with the Resource Pack about digital learning. to help you to enhance and improve the effectiveness of existing remote learning Children and young people cannot be expected to learn and programmes. PAC K 7. progress through a remote learning programme with few or no interactions with teachers. This Resource Pack is about creating Formative opportunities for formative assessment in remote learning Assessment. programmes i.e. opportunities for checking understanding, giving feedback and collecting information to decide what to do next. Remote Learning Resource Pack 3: Print — Introduction 4 1.1. Introduction to the print-based remote learning pack. This remote learning pack discusses the use of print-based media in the delivery of education and learning to children. In many remote learning contexts, print as a medium for instruction has recently been overlooked in favour of digital, online and broadcast media. However, despite advances in technology, print remains a crucial medium for many learners around the world, for both pedagogic and logistical reasons. This pack discusses some of the major strengths and limitations of print as a medium for delivery of remote learning, and identifies some approaches for planning the use of print within remote learning across three broad areas: • Access and equity for learners. • Quality learning and support. • Using assessment to support learning. It also considers the potential for integrating print-based media with other mechanisms, particularly in relation to three scenarios for remote learning identified by UNICEF: • Using remote learning to help children back into school. • Integrating remote learning provision into mainstream education systems. • Using remote learning as a means of creating learning resilience. How to use this pack. This pack offers an introduction to the use of printed materials for remote learning and aims to support government officials, UNICEF and World Bank staff and others tasked with designing and implementing effective remote learning opportunities for children in development and humanitarian contexts. The pack features examples of print-based remote learning programmes from around the world. Reflection Tasks. Throughout the pack, you will see boxes inviting you to consider these actions. The actions listed are for you to reflect on and consider in relation to your own Print programme. Remote Learning Resource Pack 3: Print — Introduction 5 1.2. Case studies included in this pack. JORDAN. Learning Bridges. BANGLADESH. LEARNER PROFILE. Students in grades 4-9. Room to Read. COLOMBIA. LEARNING OBJECTIVE. My Hands Teach You. LEARNER PROFILE. Recovering and accelerating Primary school age children. LEARNER PROFILE. learning in core subjects. LEARNING OBJECTIVE. Children age 0-5 and Literacy and numeracy. their parents. LEARNING OBJECTIVE. Early childhood development services. BANGLADESH. Learning Competency Framework and Approach (LCFA). LEARNER PROFILE. Rohingya refugee children age 4-14. ZIMBABWE. LEARNING OBJECTIVE. ARGENTINA. Supporting Adolescent The Myanmar school Seguimos Educando Girls Education (SAGE). curriculum. (‘Continuing LEARNER PROFILE. to Educate’). Adolescent girls. LEARNER PROFILE. LEARNING OBJECTIVE. Pre-school, primary and Literacy, numeracy and secondary school age children. English, plus life skills, vocational training and LEARNING OBJECTIVE. income generation. Pre-school, primary and secondary education. Remote Learning Resource Pack 3: Print — Introduction 6 2. What is print-based remote learning and why is it used? What do we mean by remote learning through print? Print has a long and well-established role in the context of remote learning. It provides learners with content, study activities and instructional guidance, presented in the form of print-based study guides, workbooks and resource materials. In some cases, print-based remote learning can work with additional content provided through, for example, broadcast media, pre-recorded audio-video media or online resources. Print-based programmes might also incorporate direct contact, in the form of virtual or face-to-face meetings with teachers, peer-to-peer activities, and parental support. Why is it used? As part of educational response planning following school closures in 2020, many national governments and Ministries of Education, including in low- and middle-income settings, initially prioritized the application of online and digital learning and/or the adoption of television and radio broadcast media to support homeschooling. In this general context, print was frequently described as a ‘low-tech’ or ‘no-tech’ solution and was given only a marginal presence within many national-level educational response strategies.1 However, as remote learning solutions were implemented and then assessed, print has increasingly been recognized as having an important role to play for a number of reasons: • Print is familiar to learners of all ages. It is relatively easy to use, and can be studied at any speed and at any time. Through components such as study guides and workbooks, print can integrate written content with learning tasks and activities, including for learner-led self-assessment. • Print does not require learners to have access to any particular technologies or media devices in the home. It can be used in many different contexts, at little or no expense to learners. • Print is frequently identified as the most equitable means of reaching learners, particularly in low-resource settings. • Print-based materials are relatively cheap to design and develop, especially in contexts where the use of other media may require additional investment in technologies and infrastructure. • In an educational context, print is easily supplemented by or integrated with other media. (See Section 6 on integration) Remote Learning Resource Pack 3: Print — What is remote learning using print and why is it used? 7 What are the limitations of remote learning through print? When used in a remote learning context, there are a number of limitations to print: • Without options for direct support from teachers or caregivers, print-based remote learning is less appropriate for younger learners who lack capacity for independent study. It can present challenges for the inclusion of those with disabilities, or those impacted by prior learning poverty. • On its own, print offers little opportunity for learners to interact with teachers and peers, unless through additional components for face-to-face or virtual contact. Print-based learning materials can require careful instructional design in order to guide, support and motivate isolated learners. • Print-based remote learning limits how practical subjects can be taught and assessed, which benefit from demonstrations and experiments as part of the learning process, unless supplemented by other media. • Finally, print-based materials can be costly and time-consuming to distribute to learners, particularly with large cohorts, or spread over a wide distance. Distribution presents particular challenges in low-resource settings with poor infrastructure, where reaching learners can impact on equity of access. Reflection task. Thinking about access. Consider the questions below: – Within your own context, which children can access and use print-based learning materials and which children may be left behind? Are you able to build a clear picture of household-level literacy and reading levels? What information do you need in order to address these questions, and how could you gather data to fill gaps? – How widespread are networks for materials distribution across your country/target area? Is coverage and reach evenly spread across all learners and households? Or does it indicate particular access problems for some groups? How can you find out more about coverage? – Have you or others attempted to strengthen or expand access? Was this effective? What have you learned from this experience? Remote Learning Resource Pack 3: Print — What is remote learning using print and why is it used? 8 What does this look like in some of the case studies in this Resource Pack? The table below provides an overview summary of the way in which print-based remote learning has recently been used in a variety of contexts, taken from some of the case studies featured in this pack. Model. 1. Print-based learning in 2. Parent-led learning for 3. Print augmented by 4. Print to supplement digital the community. early years. digital media. and broadcast media. Example. Zimbabwe: SAGE – Colombia: My Hands Jordan: Learning Bridges Argentina: Seguimos Supporting Adolescent Girls Teach You, ICBF 3. UNICEF Jordan . Educando (Continuing Education, Plan International2. to Educate) 4. What’s the A response to a lack of A response to the closure A flexible multimedia A national, government led context? access to high quality, of Early Childhood services approach in response school programme including digital girl-friendly education for due to COVID 19 aimed at closures of schools due and print-based resources girls and young women the parents and caregivers of COVID 19 to enable children for learning school subjects aged 10-19. vulnerable children aged 0-5. to continue and catch up at a distance. on learning. Who are the 13,200 highly marginalized 1.7 million vulnerable Approximately 1m primary- All learners aged 0-17, learners? out-of-school girls aged 10- children aged 0-5, plus aged children in 3,900 covering Initial Education 19, across 88 settings. pregnant mothers in government and refugee (Early Years), Primary, vulnerable circumstances. camp schools across Jordan. and Secondary (Lower and Upper). What are they A coordinated programme A broad range of activities A streamlined cross- A broad range of subjects learning? of learning foundational designed to support young curriculum syllabus covering aligned according to the skills in literacy, numeracy children and their caregivers Grades 4-9 and focused curriculum for each sub- and English, plus life skills, in the development of on four core subjects of sector, with a particular vocational training and healthy habits, confidence, English, Arabic, Mathematics focus on Priority Learning income generation. care, feelings, emotions and and Science. Core Contents. family living. How are they In learning hubs in Parents and caregivers Print-based materials Via a mixed instructional learning? community spaces lead learning. Activities include workbooks methods approach, including supported by community are largely play-based containing weekly content a digital platform, and tv and educators, learning and caregivers help and activities, plus guidance radio broadcast content. assistants and in-school children by using print- for parents. In addition, 9 level-specific notebooks buddies. Each 10-week based pedagogical kits materials are shared are available to students module is supported supplemented by arts with schools and learners who lack connectivity or by gender-responsive, and crafts supplies, in downloadable digital access to technology. The contextualized print-based food packages and form via the Padlet app. same notebooks can be materials. Three alternative other interventions. The app is also used downloaded by students learning pathways have to deliver and collect and teachers with access been introduced – telephone assignments, and to to the Educ.ar platform. learning conversations, support remote peer-to- door to door and small peer collaboration. group learning. How is learning Every learning activity A child development scale is Levels of school Self-assessment activities assessed? includes ‘Plan, Do, Assess used to monitor the progress engagement is monitored encourage students to talk and Reflect’ and girls’ of the children as they remotely via the Padlet app. to their peers to compare progress is captured in a interact with the materials. Learner assessment takes answers. Notebooks have Progress Book. The three place at school level, but is a final section including a summative assessment not formally undertaken learning record, and points occur at the by the programme. answers to the exercises beginning, middle and and activities. end of the programme. Remote Learning Resource Pack 3: Print — What is remote learning using print and why is it used? 9 3. Preparing for development of print- based remote learning. In practical terms, print-based remote learning programmes need to give careful consideration to best supporting the needs of the learners, while taking into account the wider logistical circumstances that arise from operating within a particular context. At a high level, ahead of engaging in the specifics of programme design, there are several basic criteria to consider when approaching the development and strengthening of programmes. Most importantly, these include: What is the wider context for print-based How will the Who are the remote learning in the quality of the learners? programme setting? programme be tested? What are they What other print- learning and why? based resources are available? This can provide crucial data to inform key decision-making. The following sections look at these and other issues and will help identifying responses that can work according to specific needs. 3.1. Who are the learners? Understanding the learners is a key factor in the design and development of education programmes, but it is particularly the case in the context of remote learning. • Firstly, understanding the educational background of the learners is an important contribution to the process of designing effective teaching and learning materials. • Secondly, understanding the personal circumstances in which the learners are studying is crucial to identifying what resources and support they have access to, as well as recognising what resources and support they need. • Thirdly, understanding who the learners are in terms of their age, their gender, their ethnicity and any special educational needs or disabilities will help identify any additional social, cultural or personal barriers they may be facing. Remote Learning Resource Pack 3: Print — Preparing for development of print-based remote learning 10 In considering the factors that can influence learners, the different criteria can be divided into two general areas – the personal and the contextual. The personal refers to those factors unique to the learner themselves. The contextual refers to those things outside the learner that still have an influence on them – the wider setting and the social situation they find themselves in. Considering the personal and the contextual. Criteria to consider in relation to the personal and the contextual factors that influence learners might include the following: Personal – about the learner. Contextual – the learner’s situation. Age . Personal responsibilities Free time. Gender . and family commitments. Economic status. Language . Location and community. Cultural background. Local amenities Disabilities . and infrastructure. Access to study space, Prior learning resources, media and technology. experience. Access to educational support from teachers, Motivations caregivers and others. for studying . Levels of education among caregivers. Personality Attitudes of family, friends and social skills. and peers to studying. There are different ways to obtain this information. Programme developers can consult existing data sources, for example, the Annual School Census, Ministry or project data on pupil demographics. This information will then be used to develop a Learner Profile, a key reference document for remote learning designers. The Learner Profile tool can be developed before commencing learning design. It is also useful for periodic reviews of ongoing programmes, to incorporate new insights gained about the learners. Remote Learning Resource Pack 3: Print — Preparing for development of print-based remote learning 11 Reflection task. Learning is active and must start where the learner is. The Learner Profile Tool helps you identify the important characteristics of the learners you are trying to reach (your target audience) so that you can think about how they might affect their engagement with remote learning using print. Knowing more about your target audience will help you design an accessible programme that addresses their needs and interests. To complete the tool, imagine a typical learner in your target audience. Then, ask yourself questions about the learner. Make a note of the characteristics you think of and then think about the implications of these characteristics on the programme you are designing. For example, what do the characteristics tell you about when they will have time for learning, who is at home or in the community who could help them if they get stuck, or what kind of content will interest them. Who are they? What motivates What do we know about their learning? their learning? – How many learners with this profile are you likely to have – Why are they learning? – What learning skills do they on your programme? – What do they want from have (e.g., reading ability)? – What are their age(s)? the programme? – What experience do they have – Are they female and/or male? – What challenges do they of self-study? – What is their first language(s)? face in trying to learn? – Are their parents willing and – Do they have families around them? – What interests and able to help them learn? experiences do they bring – Is there anyone else who can – Where are they (e.g. rural that are relevant? help them to learn? homestead, urban shanty)? – Will they be able to interact with other learners? What do learners see What do we know that as their needs? is surprising? – What is important to the learners, – What have you learned from What are the implications their contexts and their goals? speaking to learners and for learning design? (List 3 - 5). those who support them? – What is the learning purpose that (List 3 - 5). meets these learners’ needs? – What style of learning will be most What resources do they appropriate for these learners? have to help them? What technology do – What size, nature and content of – How much time will they have they have access to? learning materials will be relevant and feasible for study? available for study? – Can they access a radio/ – Who will provide them with – Where, when and how will TV/mobile phone/internet support? What type of support and they be learning? within the home? how much support will be possible? – What learning resources and – Do they need consent of – How will materials and support media can they access? others to use them? reach these learners in ways that – Will they have access to local – For how long and how are timely, feasible and affordable? facilities, e.g. study groups, libraries? often can they use them? – How will their progress be – Who will pay any expenses – If not, is there community- assessed? or fees? shared access? Remote Learning Resource Pack 3: Print — Preparing for development of print-based remote learning 12 Learner Profile Tool. Brief description of targeted learner: Who are What motivates What do we know about they? their learning? their learning? What resources do they What do learners see as have to help them? their needs? What technology do they What do we know that is What are the implications have access to? surprising? for learning design? Remote Learning Resource Pack 3: Print — Preparing for development of print-based remote learning 13 A girl reads a book produced by the Ministry of Education and UNICEF in Timor Leste to help children continue learning while schools are closed. Photo: Bernardino Soares/UNICEF 3.2. What are they learning and why? In defining what the learners will be studying, programme developers need to consider the broad educational function of the remote learning programme. Within this, it is also important to identify the purpose of the programme in relation to the particular needs of the learner group. In considering this, the educational function or purpose of a remote learning programme might include one or more of the following high-level objectives: Possible functions of a remote learning programme. To help school-aged learners To help learners build skills and cover the school curriculum knowledge outside of formal certified while studying at home. schooling – e.g. for development of life skills, or training to help them undertake a particular task. To help out-of-school learners acquire or maintain enough basic knowledge to re-enter To support particular sub-groups of mainstream schooling. learners in overcoming educational barriers or challenges that they face within mainstream education, for To help learners build specific example based on their gender, their skills and knowledge in a disabilities, their ethnicity or their particular academic subject. socio-economic status. Once the overall purpose and importance of your remote learning programme has been identified, the next step is to refine understanding of exactly what it is you’re trying to help them learn. Identifying the overall learning objectives and outcomes for a remote learning programme is particularly valuable, especially in guiding the subsequent selection of content and learning activities. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 14 Reflection Point. Defining your programme objectives. Take some time to consider the following questions: – Which of the 5 possible functions in the box above best describe your programme’s high-level objectives? Does it serve any other functions for your target group? If so, can you describe them? – In terms of learning objectives, what new knowledge will your learners acquire? What new skills will they develop i.e. what they can do as a result of completing your programme? – In terms of assessing or measuring outcomes, how will you expect learners to demonstrate their new knowledge and skills? What will they achieve or produce as a result of completing your programme? Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 15 3.3. What is the wider local context for print-based remote learning? Understanding the wider context for print-based remote learning involves exploring what is already happening in a particular setting, particularly in terms of the use of print in educational contexts. Key activities include: • reflecting on the current use of print-based media in your setting. • identifying the key programmes and institutions currently using print in an educational context. • considering what information and resources might already be available to support your programme. • assessing what additional resources will be required to set up your programme. In gathering this information, programme developers can map key local programmes and institutions already using print for remote learning and education. Reflection task. Mapping local programmes and institutions. In mapping out the local landscape for print-based remote learning, you might find it useful to review the following questions: – Who are the main organisations and institutions involved in supporting print-based learning in your setting? This might include state or government departments, or non-state bodies including donors, NGOs, CSOs or private sector providers. What do you know about their roles and responsibilities, and the programmes they are supporting? – Are there any remote learning programmes using print-based media? Who are their target learners? Do they use networks, mechanisms or resources that could support your own programme? Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 16 3.4. What other print-based resources are available? Based on the educational function of any remote learning programme, and the extent to which it is aligned with the local education system, there are likely to be a range of local documents and resources that can be used to help frame initial programme and content design. These include, for example, curriculum and syllabus documents, textbooks and other publicly available resources. However, in designing the materials themselves, there are a broad range of Open Education Resources (OERs) that can be used or repurposed to inform the design process. These include many types of downloadable materials, including storybooks, textbooks, lesson plans, games, quizzes and assessment tools. Well-known repositories of downloadable text-based resources include: African Story Book. Distance Learning Solutions. Global Digital Library. https://africanstorybook.org/. https://en.unesco.org/covid19/ https://digitallibrary.io/. educationresponse/solutions. Learning Equality. Commonwealth of Learning. Bloom Library. https://learningequality.org/kolibri/. https://www.col.org/resources/ https://bloomlibrary.org/create. keeping-doors-learning-open-covid-19. Story Weaver. Distance Education. https://storyweaver.org.in/ https://inee.org/covid-19/resources/ open_content. distance-education. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 17 OERs are designed to be used and adapted in many ways, and are usually freely available to use and repurpose under a ‘creative commons’ license. However, doing so often requires careful consideration of alignment with individual learning needs and national learning frameworks, as well as issues of language, cultural relevance and other matters. OER Africa has prepared a concise tool to help acquire the practical skills to do this quickly: https://oerafrica.org/content/ adapting-open-content. The cover page of an OER resource from African Storybook Credit: African Storybook Assessing the design and structure of OER materials. When reviewing sets of materials or selecting individual activities from OERs, consideration is needed on whether the materials and activities suit the particular needs of your learners, as well as align with the programme’s wider learning objectives and the national curriculum. Many OER materials will either have been developed for specific contexts, or will be deliberately ‘culturally neutral’. In this context, programme developers should make adaptations in order to contextualize activities and resources, make them relevant to target learners, or strengthen the pedagogic model in light of programme objectives. Key approaches include: • Translating resources into different languages. • Contextualizing resources to use local names, places, events, etc. • Adding stories that speak to the lives of the learners as ways to engage and connect with learning. • Adding illustrations and other visual content to aid understanding, context and relevance. • Adding additional content, questions and exercises of direct relevance to the specific learning context. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 18 3.5. How will the programme be developed and tested? When delivering a print-based remote learning programme, there is a potentially wide range of tools and processes that need to be developed, implemented, monitored and evaluated. However, in general terms, these components and processes can be grouped under three main headings. The table below summarises the key processes involved in each component, together with the range of tools and mechanisms that can help co-ordinate programme development and implementation. Delivery Supporting tools and Key processes. component. development mechanisms. • Selection of curriculum. • An agreed syllabus of content. 1 . • Selection of content. • An agreed House Style writing guide. • Alignment with national curriculum. • Agreed writing and editing schedules. Learning • Activities and learning approach. • Structured editorial review and feedback, Design & • Language and writing style. e.g. 3 drafts. Development. • Co-ordinated visual layout and graphic design. • Materials presentation style. • Writing and editing schedules. • Proofreading. • Self-study through materials. • Trialling of: 2 . • Parental/caregiver support to learners. – self-study materials content and activity design. Teaching & • Teacher/tutorial support to learners. – tutorial and learning support models. Learning. • Learner assessment. • Training and guidance for parents/caregivers. • Training and guidance for teachers and other educational support staff. • Monitoring and evaluation of parental activities. • Monitoring and evaluation of teacher activities. • Gathering and analysis of learner assessment data. • Procurement and distribution • Development of clear sub-component 3 . • of materials. Provision of support to learners. • delivery mechanisms. Development of clear roles and responsibilities. Programme • Provision of support to parents • Development of clear lines of communication. Administration. and caregivers. • Analysis and evaluation of assessment outcomes. • Provision of support to teachers • Analysis and evaluation of quality assurance and other educational support staff. feedback. • Administration of learner assessment and data gathering. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 19 Reflection task. Planning for programme development. Review the list of processes and supporting tools and mechanisms listed above. As part of the activities associated with programme development, your programme may already have produced some of these or be in the process of developing them. – For your programme, which key elements are already fully developed? Are the relevant supporting documents already widely available to stakeholders? If the programme has been running for some time, do they need reviewing? – Which elements need further work? Who are the key stakeholders impacted by each element? Who should be involved in their development? – Based on your programme’s delivery and implementation schedule, when will these elements be needed by? Who will be required to deliver them? Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 20 4. Considerations for developing an effective print-based remote learning programme. This section introduces some key considerations associated with the design and delivery of print- based remote learning programmes. Each of the themes outlines the key issues and potential responses, illustrated by examples drawn from the featured case studies, and supplemented by resources to support the development of individual programme-level responses. 4.1. Access and equity. 4.1.1. Learners’ language and literacy. The language used for print-based remote learning materials is often determined by institutional or government policy on the medium of schooling. However, this can be a significant issue where the language of instruction is not the language (or one of the languages) learners speak at home. Children learn more and are more likely to stay in school if they are first taught in a language that they speak and understand. Yet, an estimated 37 percent of students in low- and middle-income countries are required to learn in a different language, putting them at a significant disadvantage throughout their school life and limiting their learning potential. According to a World Bank report, effective language of instruction policies are central to reducing Learning Poverty and improving other learning outcomes, equity and inclusion.5 The use of print-based remote learning materials can also be a significant issue in settings where learners might not yet be fluent enough readers to ‘read for understanding’. This can particularly be the case at ECD, Primary and Lower Secondary levels. Globally, due to issues of prior learning poverty, 6 out of 10 children and adolescents are not achieving minimum proficiency levels in reading. According to the WB and UNESCO UIS, learning poverty means being unable to read and understand a simple text by age 10. The COVID-19 crisis has further aggravated the learning crisis around the world. Simulations by the World Bank show that the learning poverty rate might increase by 10 points, from 53% to 63% in low- and middle-income countries.6 Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 21 In sub-Saharan Africa, data suggests that 88% of all children and adolescents cannot read proficiently by the time they are of age to complete primary and lower secondary education. Boys in particular face a disadvantage in reading. Effective Responses. In the first instance, developing effective responses to the issue of language involves ensuring that programmes have a clear understanding of the target learners, their skills and their needs. With this information, programmes can plan for the development of print-based materials and other learner support inputs that can seek to address those needs. Specific approaches to addressing the issues raised by language and literacy levels include materials design responses, such as: • Producing materials in learners’ mother-tongue. • Developing materials with simplified language content and strong visual content. • Developing dual-language materials, where key content, such as instructions and definitions, are in mother-tongue and general content is in the medium of instruction. • Developing materials with structured learning content that integrates the curriculum for language-learning alongside subject-specific themes and topics. • Developing materials with optional activity approaches that account for differentiated or multi-grade learning to accommodate learners of differing ages or stages of learning. Wider programmatic responses might include supplementing print-based remote learning by: • Including components for regular direct inputs from caregivers and peers, or led by teachers or other educational support staff, to supplement learners’ comprehension of activities and content. • Using available media and technologies to provide supplementary audio-visual content aligned with the topics and content of the print materials. C A S E S T U D Y. Bangladesh. LCFA home-based learning, Cox’s Bazar, UNICEF. UNICEF Bangladesh’s print based LCFA programme for Rohingya refugee children in the Cox’s Bazar camps provides workbooks in English, supplemented by guidance materials for caregivers and for teachers produced in English, Burmese and Rohingya languages. For a discussion around the complex range of issues influencing the programme’s approach to language medium, listen here. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 22 A telephone learning C A S E S T U D Y. conversation Zimbabwe. with workbook Photo: Plan International SAGE, Plan International. The SAGE programme in Zimbabwe is using print- based remote learning to reach out-of-school girls who have either never been to school or have dropped out before the completion of their basic education. Through an accelerated learning programme of print-based materials and targeted community-level support across 88 settings, the programme is reaching over 5,000 highly marginalized out-of-school adolescent girls aged 10-19. The programme supports the model of ‘home language as first teacher’. Materials are written in English but Community Educators can translate them or teach them using local languages or a combination of English and local language. Literacy skills in the programme refer to competence in home language across the skills of speaking, listening, reading and writing. Learning English is a specific and separate strand within learning materials, in terms of taught content and it forms a separate assessment strand.6 For a discussion around the complex range of issues influencing the programme’s approach to language medium, listen here. For a discussion around the programme’s approach to issues of language as part of remote learning provision, listen here. C A S E S T U D Y. Jordan. ‘Learning Bridges’ programme, UNICEF Jordan. UNICEF Jordan’s ‘Learning Bridges’ programme is working to provide print-based remote learning to primary school learners who, for a variety of systemic issues, already had very low instructional hours even prior to school closures under the COVID 19 pandemic. For a discussion of how the programme sought to address this issue through curriculum design, listen here. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 23 Planning for delivery of effective responses to language and literacy. A number of practical steps can be taken in the design and development of materials to address issues of language and literacy. Using an engaging language style. Any set of print-based learning materials may be used by a wide variety of learners, including young children, or those with low levels of literacy. As such, they should ideally use language that is: • easy to understand. • suitable for the level of the learners. • engaging and stimulating. • helps with the acquisition and application of new knowledge and skills. Visual presentation. The visual presentation of learning materials has a very important role to play in overcoming issues of language and literacy. The World Bank Read@Home Manual provides with helpful advice on how to meet the needs of children and caregivers by using different levels of text/pictorial aids based on their reading levels and provides guidance on book selection.7 – Attractive and brightly- coloured materials appeal to everyone, but particularly to younger learners. – The use of basic page layout approaches, including wide margins for extra space, and the alignment of text with an even left margin and an uneven right margin, make materials more appealing overall, and easier for learners with low vision or who struggle with reading. – The innovative use of visual content and illustrations can help support learners with low levels of literacy and reading fluency. The use of visual content alongside text is one means of providing differentiated learning and helping learners overcome prior learning poverty. The careful use of visual content can support and improve learning in general, but especially those who might otherwise find it difficult to engage with and process pages of text. above: A young boy in Venezuela with the print materials he received to help continue learning at home Photo: Fe y Alegria, Venezuela Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 24 4.1.2. Gender-responsive pedagogy through print-based materials The use of print-based materials for self-study can raise issues of equity based on gender. In certain contexts, the reliance on print for home-based self-study may negatively impact on girls due to ‘chore burden’. Outside of school settings, the education of girls may not be a priority for family and community. Rather than having time to undertake their studies, in a self-led remote learning context, girls may be expected to fulfil household tasks and other roles. However, print- based materials can also disadvantage boy learners, whose levels of reading literacy are commonly lower than girls of the same age.8 Effective Responses. There are a broad range of interventions that might be used in addressing the gender-based challenges facing remote-learning students, but only a small number that might be relevant or appropriate in a particular context. Identifying which interventions to use requires having a detailed knowledge and understanding of individual learning needs9 , as well as of the cultural and social contexts in which learners are studying. However, in general terms, wider programmatic interventions designed to address the specific barriers facing girls and boys as print-based remote learners might include: • Community-focused social engagement campaigns, highlighting the importance of enabling girls and boys to participate in remote learning. • Guidance materials for parents and caregivers to support homeschooling, providing specific insights on the challenges for girls and for boys, and highlighting steps to take in managing the remote learning process based on needs. • Gender-specific mechanisms and resources for regular direct interaction with teachers and support staff to support girls’ or boys’ learning and monitor individual enrolment, participation and progress. • Programmatic mechanisms for community-level monitoring of delivery and effectiveness of gender-specific interventions. Secondly, providers often utilise pedagogic interventions such as: • Provision of supplementary educational content and materials targeted at the particular learning needs of girls and/or boys. • Developing print-based materials that are relevant to the lives and aspirations of girls and challenge stereotypes. • Ensuring that print-based materials use gender-transformative language and presentation, and provide for the positive reinforcement of the specific roles of girls and boys as learners and achievers. In particular, illustrations play an important role in making sure that learning materials are inclusive and ensure the positive representation of girls, boys, and people of different ethnicities or abilities. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 25 C A S E S T U D Y. Zimbabwe. SAGE, Plan International. Girls attending the SAGE programme need to see the relevance of learning to their own lives. The SAGE print-based materials are designed around the interests of the girls and information shared directly by the girls.10 To hear more about how the needs of girls informed the programme and materials design process, listen here. SAGE supports girls by providing learning opportunities tailored to their specific circumstances in safe and girl-friendly environments, underpinned by gender-responsive pedagogy. The learning activities are linked to the girls’ social contexts and aspirations, which can be a good source of motivation. The programme’s materials are supported by ongoing training for hub volunteers, focused on effective teaching and learning strategies and the importance of positive relationships. In response to COVID 19, learning moved away from community learning hubs and into girls’ homes. Learning was supported by weekly phone calls from Community Educators, and then, as lockdown restrictions eased, to small group learning facilitated by Community Educators and door-to-door visits for those most vulnerable e.g. pregnant young women or girls with disabilities. For a discussion of how the programme sought to address this issue, listen here. Planning for effective delivery of support to learners based on gender. Planning for the effective delivery of support to learners to ensure equity of access based on gender involves acquiring a detailed contextual knowledge, and then addressing any challenges through programme design and delivery. Gathering information on the specific challenges facing girls or boys in accessing or participating in remote learning can involve looking at: Socio-cultural norms Any differentiation in levels Any differentiation in literacy and practices among of prior education among girls and numeracy levels among target communities. and/or boys. girls and/or boys. In gathering this information, programme developers can utilise and refine the data gathered in the Learner Profile template, supplemented by further community-level research to identify underlying casual factors. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 26 Reflection task. Gender disparity. Consider the following questions in relation to your own programme: – To what extent is learning in your programme context impacted by issues of gender disparity, whether in terms of access or in terms of learning levels? – Is there evidence that girls and boys face different barriers to learning? If so, what form do those barriers take? – To what extent can your remote learning programme provide interventions that will help girls and/ or boys overcome those barriers? What would those interventions involve, and what are the wider implications for your programme design model? Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 27 4.1.3. Learners with disabilities and print-based learning. Print-based remote learning materials can present issues in ensuring the inclusion of learners with particular special educational needs and disabilities. Most specifically, this includes students with learning difficulties or who are visually impaired. However, in general terms, the majority of learners with disabilities will face challenges that are likely to be further compounded by issues of language, literacy and learner autonomy. Learners with special educational needs and disabilities are most likely to feel the impact of school closures, and to suffer from the subsequent isolation. Evidence shows that such needs were largely overlooked during initial COVID 19 response planning and, away from school, learners with disabilities are less likely to have access to the specialist resources and support they may require.11 Effective Responses. Addressing the issues facing learners with disabilities should be based on the particular needs and profiles of individual students. Only a small number of approaches might be relevant or appropriate. Identifying which interventions to use will require a detailed knowledge and understanding of individual learning needs.12 However, in general terms, pedagogic and programmatic interventions can include initiatives such as: • The targeted use of visual content in print-based materials to support the inclusion of learners with special educational needs, or who have visual impairments that make it difficult to read blocks of text. • The development of learning materials or supplementary resources specific to the needs of individual learners, taking into account factors such as visual presentation, page layout, learning content and activity design. • Guidance materials for parents and caregivers to support homeschooling, providing summary overviews of the learning content, objectives, and step-by-step instructions for managing the remote learning process. • Mechanisms for regular direct interaction with teachers and support staff to support learning and monitor progress. Depending on context, this interaction might take place either virtually or face-to-face. • Community-level mobilisation and engagement campaigns, designed to reduce socio- cultural barriers to education. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 28 Secondly, as part of core programme delivery, any print-based materials and content may seek to address or overcome generalised issues associated with learners with disabilities. In particular, this would include: • developing a disability-conscious house style guide for writers and editors. • addressing access challenges that may arise through presentation factors such as text size, visual presentation, illustrations and language. • featuring disability-positive messaging within educational content and learning activities. Thirdly, the innovative use of technologies, media or devices designed to support particular learning needs may be effective where the integrated use of media is possible.13 These may include: • Adapted standard technologies, such as keyboards and mobile phones. • Braille or text-reading software. • Speech recognition software. • Finger-readers, assistive listening systems and other assistive devices. • Magnifying lens. However, it also remains the case that, without significant investment, access to such resources may be an issue for programmes operating in low-resource settings. Within this, such options present a need to allocate a proportionally greater amount of budget or resourcing in order to provide for the specific needs of individual learners with disabilities. In this context, it should be accepted that investments in specialised media, technology, learning materials or direct support are unlikely to operate according to the same value-for-money measures and economies of scale as are applied to standard remote learning interventions. C A S E S T U D Y. Jordan. ‘Learning Bridges’ programme, UNICEF Jordan. UNICEF Jordan’s ‘Learning Bridges’ programme is working to provide remote learning to primary school learners, through the delivery and dissemination of a largely print-based study programme. However, by utilising the user-friendly Padlet app, initially to assist with the administration and monitoring of programme activities at regional level, the programme also enabled a broad and flexible approach to the use of multi-media content within the programme materials. This has included providing streamable and downloadable ‘audio’ versions of workbooks and other core content, accessible by learners with sight impairments or low levels of reading and comprehension. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 29 C A S E S T U D Y. Colombia. ‘My Hands Teach You’, ICBF. In Colombia, ICBF’s print-based remote learning programme ‘My Hands Teach You’ gives a central role to parents and caregivers in coordinating and leading the early years learners through a broad range of activities associated with educational and socio-emotional development. Caregivers are supported through the use of print-based pedagogical kits, supplementary resources and supporting phone calls from teachers.14 From the instructional perspective, caregivers and teachers are given further guidance on working with children with disabilities, and examples of ‘learning experiences at home’ through WhatsApp messages, weekly newsletters or online workshops via Teams live. Useful resources for design of inclusive remote learning. Floe Inclusive Learning Design Handbook. https://handbook.floeproject.org. Watkins et al. (2020) Inclusive Design for learning: Creating Flexible and Adaptable Content with Learners. Canada: Commonwealth of Learning Knowledge Series. http://oasis.col.org/handle/11599/3690. Ramsamy-Iranah, S.D. (2020) Assistive Technologies: Inclusive Teaching Guidelines for Educators. Canada: Commonwealth of Learning Knowledge Series. http://oasis.col.org/handle/11599/3661. Dorn, E., Panier, F., Probst, N. and Sarakatsannis, J. (2020) Back to school: A framework for remote and hybrid learning amid COVID-19. New York: McKinsey. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/back-to-school-a-framework-for- remote-and-hybrid-learning-amid-covid-19. Commonwealth of Learning (1999) COL Trainers Kit 2: Designing Open & Distance Learning Materials. http://oasis.col.org/handle/11599/46. Commonwealth of Learning (2005) Creating Learning Materials for Open and Distance Learning: A Handbook for Authors and Instructional Designers. http://oasis.col.org/handle/11599/43. Global Book Alliance: Tools and Resources. https://www.globalbookalliance.org/resources. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 30 4.1.4. Materials distribution and access. One of the strengths of print-based materials is that they do not require any particular technologies for learners to use them. Because of this, they are of particular value to programmes working with learners in low resource settings, or in remote and isolated locations with poor internet access or mobile phone connectivity. However, both in these settings and other contexts, the distribution of physical print-based materials can be costly, labour-intensive and time-consuming. It can also involve substantial logistical resources. Without management oversight and mechanisms for monitoring the distribution process, there can be issues in terms of delays in reaching individual learners, distributing enough copies and so on. This can hold significant consequences in terms of equity for learners, quality of teaching, and the impact on individual learning outcomes. Effective Responses. Where local infrastructure and capacity can support distribution, possible approaches to reducing the challenges of distributing print-based materials may include: • Postal distribution to individuals or schools. • Using schools as local distribution hubs: materials are delivered in bulk, and children collect materials in person from their teachers. • Utilising community-level networks, organisations, and other sector staff to distribute materials to households. • Digital distribution to local hubs for local printing, collation and physical distribution. C A S E S T U D Y. Colombia. ‘My Hands Teach You’, ICBF. Colombia’s ‘Instituto Colombiano de Bienestar Familiar’ (ICBF) ‘My Hands Teach You’ programme targets the parents and caregivers of more than 1.7 million vulnerable children aged 0-5. One of the challenges was the distribution of materials in a context of social distancing, which required communicating with parents, designating pick-up times and locations to avoid contagion, and training ICBF’s personnel to follow biosecurity protocols. The issue was alleviated through the use of ICBF’s existing infrastructure network, decentralising the organization of the distribution process to 33 regional offices and 197 zonal centres, thereby enabling the materials to reach households even in the most remote areas.15 Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 31 Since the spread of COVID-19 to Bangladesh, the learning centres in the Rohingya camps have closed and shifted to supported home-based learning. Photo: UNICEF/Rashad Wajahat Lateef C A S E S T U D Y. Bangladesh. LCFA home-based learning, Cox’s Bazar, UNICEF Bangladesh. Under COVID-19, UNICEF Bangladesh’s print based LCFA programme for Rohingya refugee children in the Cox’s Bazar camps has switched from a daily face-to-face programme to a home-based learning programme. While the programme has a well-established procurement and distribution system in place for its print-based materials, this has been impacted by the constraints of lockdown. For first-hand insight into the programme’s approach to distribution and the challenges faced, listen here. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 32 Planning for delivery of effective responses to materials distribution. In preparing for the distribution of print-based learning materials, clear systems and structures for implementing delivery and managing the distribution process are crucial. This can present a particular challenge in LMICs, where infrastructural capacity may be limited in certain locations. In considering the distribution of print, World Bank’s Read@Home project is exploring innovative approaches to deliver and procure books in a number of global settings.16. Key elements for planning materials distribution include: Using detailed knowledge of existing infrastructure, particularly at local levels, to inform decision-making. Agreeing on a realistic but effective schedule for distribution. Establishing clear lines for communication and information-sharing. Budgeting for financial or material resources to support distribution plans. Agreeing on roles and responsibilities for partners and agents at all levels. Establishing quality-assurance mechanisms for tracking and recording distribution and checking whether students have received their materials. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 33 Reflection task. Strengthening materials distribution. Consider how the location and context for your programme impacts on your materials distribution process. For example: – How many learners is your programme trying to reach? Where are they located? How reliable is the communications and transport infrastructure across the regions where you are working? – What resources and capacity does your programme have to deliver materials, for example in terms of staff, vehicles and budget? Which other partners or local networks and infrastructure could be used to support the materials distribution process? – Review each of the case studies above – what did you think was particularly innovative or problematic about their approach to distribution? Which aspects might work in your own context? Who would your local partners be? Useful resources on materials distribution: Bates, A.W. (2005) Technology, E-Learning and Distance Education (2nd ed), Chapters 3-4. London: Routledge. https://www.routledge.com/Technology-e-learning-and-Distance-Education/Bates/p/book/9780415284370. Commonwealth of Learning (1998) COL Trainers Kit 3: Planning and management of Open & Distance Learning. http://oasis.col.org/handle/11599/488. World Bank’s Track & Trace: a technology-driven solution to print ordering and distribution. It has been applied in Nigeria, Cambodia, Ethiopia, Honduras and elsewhere: https://openknowledge.worldbank.org/bitstream/handle/10986/34214/Track-and-Trace-Can-a-Digital-Book- Tracking-System-Help-to-Get-Books-into-the-Hands-of-Children.pdf?sequence=6&isAllowed=y. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 34 4.2. Quality and support. 4.2.1. Learner autonomy. When delivered as the only component of a remote learning programme, print-based materials can require that learners have the autonomy to follow written instructions and undertake study tasks without direct guidance and support. In pedagogic terms, print-based remote learning is therefore often seen more appropriate for adult learners or learners who are able to organise their own studies.17. This can be an issue for programmes targeting school-age learners, but particularly with younger learners at ECD, Primary and Lower Secondary levels. Such learners are already disadvantaged by their likely levels of literacy and prior learning poverty18 , a situation which is further compounded for learners who speak a mother-tongue language other than the medium of instruction. Effective Responses. Developing effective responses to the issue of learner autonomy usually draws on a clear understanding of the target learners, as well as the range of support options available to them at local level. Having this information can guide the development of suitable programmatic responses. Specific approaches to addressing the challenges raised by learner autonomy can include design interventions such as: • Selection of content and activities that teach at the level of the individual learner group, rather than at the level formally required by the school grade system. • Design of learning tasks and activities that allow children to use peer learning, physical play and imagination to explore ideas. • Careful instructional design, where the content and materials are attractive and engaging for the target learners and the instructions and activities are easy to follow, and where an overall emphasis is on motivation and engagement. Programmatic interventions might include: • Guidance materials for parents and caregivers to support homeschooling, providing summary overviews of the learning content, objectives, and step-by-step instructions for completing activities and checking answers. • Mechanisms and resources for regular direct interaction with teachers and other educational support staff to give instructions, check answers and understanding, and monitor progress. Depending on context, this interaction might take place either virtually or face-to-face. • An integrated approach to materials design that supplements print-based materials with content through other media e.g. online, broadcast or pre-recorded content. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 35 C A S E S T U D Y. Colombia. ‘My Hands Teach You’, ICBF. In Colombia, ICBF’s print-based remote learning programme ‘My Hands Teach You’ is designed to support the educational and socio-emotional development of more than 1.7 million vulnerable children aged 0-5. In doing so, the programme gives a central role to parents and caregivers in coordinating and leading the early years learners through a broad range of activities, designed to support the development of healthy habits, confidence, care, feelings, emotions and family living. The activities are largely play-orientated, and caregivers help children by using print- based pedagogical kits supplemented by arts and crafts supplies, food packages and other interventions. They are supported in their tasks by teachers who provide bi-weekly telephone guidance through phone calls lasting 20-40 minutes.19. A young girl studies at home while her C A S E S T U D Y. learning centre remains closed in the Rohingya refugee camps in Bangladesh. Bangladesh. Photo: UNICEF/Rashad Wajahat Lateef LCFA home-based learning, Cox’s Bazar, UNICEF Bangladesh. Under COVID-19, UNICEF Bangladesh’s print based LCFA programme for Rohingya refugee children has switched from a daily face-to-face programme to a home-based learning programme. In addressing issues raised by learner autonomy under remote learning, the programme took a number of approaches. Firstly, in terms of content, the team initially opted to focus on those topics that children had already covered, rather than introducing new content by continuing with LCFA’s existing syllabus of study. The programme’s primary goal was for learners to continue practicing existing skills, maintain motivation, and retain a regular habit of study and learning. Secondly, in terms of activity design, the programme workbooks contain basic English- medium content that introduces the topic, and then proceeds through a series of level- appropriate activities, including drawing, matching, gap-fill exercises, and writing activities. These enable learners to co-ordinate their own activities with minimal need for support. Thirdly, in terms of wider interventions, the programme ensures learners are supported by both caregivers and educational support staff, whose periodic home visits include support through checking learners’ completion of homework and, where required, supplementing learner understanding. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 36 Planning for delivery of effective responses to learner autonomy. Direct support for learners has a number of potential roles to play, including: Organizing the daily learning process, whether for individuals or groups. Supporting and guiding learners through the materials and study tasks. Teaching simple topics. Checking homework and answers. Assessing learner understanding and progress. In addressing issues of learner autonomy through the provision of such support interventions, many programmes focus on identifying opportunities for the direct support of learners through: • Parents and caregivers. • Community-based learning co-ordinators. • Teachers and school staff. In the context of school closures during the COVID-19 pandemic, the most effective national responses included those systems who moved swiftly to, firstly, clearly define the expected roles and responsibilities of teachers and other educational staff, and secondly, engaged with parents in supporting the homeschooling process. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 37 Reflection task. Learner autonomy. Consider the following questions: – Review each of the case studies above – what roles did parents and caregivers play in supporting learners? What different roles did educational staff play? What different kinds of resources did each use to support learners? – Which approaches were the most innovative in the way the programme used parents, caregivers and educational staff? Which approaches would work best in your own context? What other mechanisms could these programmes use? – What opportunity is there for expanding parental or teacher roles within your own programme? Would the input be home-based, community-based or virtual? What guidance and support would you provide to parents and teachers in delivering this? Useful resources on learner autonomy: Dorn, E., Panier, F., Probst, N. and Sarakatsannis, J. (2020) Back to school: A framework for remote and hybrid learning amid COVID-19. New York: McKinsey. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/back-to-school-a-framework-for- remote-and-hybrid-learning-amid-covid-19. Commonwealth of Learning (1998) COL Trainers Kit 2: Designing Open & Distance Learning Materials. http://oasis.col.org/handle/11599/46. Commonwealth of Learning (2005) Creating Learning Materials for Open and Distance Learning: A Handbook for Authors and Instructional Designers. http://oasis.col.org/handle/11599/43. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 38 4.2.2. Learner interaction. When used as the sole medium of delivery, print-based remote learning offers only limited opportunities for learners to interact with teachers or peers. In general terms, interaction with others during remote learning is a primary means of overcoming learner isolation and can have a substantial impact on learning. 20. In any educational setting, interaction with others can support learners by encouraging their engagement with studies, giving instruction, clarifying content and checking knowledge. It gives learners the opportunity to explore, discuss and build their understanding. In remote learning contexts in particular, learner interaction is a key driver of learner motivation, engagement, attainment and well-being. Effective Responses. Addressing the need for interaction within a programme of print-based remote learning can involve a number of practical or design-orientated approaches. Firstly, in terms of the materials themselves, instructional design approaches can supplement learning through what is termed ‘interactive content’. This can include techniques such as: • Adopting an informal, conversational, and personalized writing style. • Designing tasks and activities that draw on learners’ personal experiences and expectations. • Scaffolding content to enable learners to progress from familiar and ‘easy’ topics to newer content. • Encouraging learners to reflect and critique the content and ideas that are presented to them. • Encouraging them to link their learning to their life outside the classroom. When writing print-based remote learning materials, the instructional designer is in effect taking the place of a classroom teacher. Therefore it is important to incorporate in the text all the approaches used by a good face-to-face teacher to motivate, engage and appeal to the individual learner. As well as aiding understanding, using authorial voice to stimulate text-based interactivity also supports at least three wider pedagogic goals: • It reduces the sense of anxiety and isolation learners can feel when approaching new subjects while studying alone, and therefore contributes to learner motivation. • It helps learners be conscious of themselves and their programme of studies, and therefore contributes to learner engagement. • It helps learners think about how the new information and content relates to them directly, and therefore contributes to learner attainment of knowledge and skills. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 39 Secondly, in terms of wider inputs, programmes often employ integrated modes of learning delivery through the use of non-print components to support interaction. These might include interventions such as: • The design of activities that request that learners engage or work with peers and caregivers e.g. asking questions, reading out loud to them etc. • Mechanisms and resources for regular direct interaction with teachers and other educational support staff to support learning and monitor progress, either virtually or face-to-face. • Mechanisms and resources for regular interaction between peers to meet informally or undertake study activities together virtually or face-to-face. • Inputs for the creation of physical or virtual ‘communities of learning’, based around class or peer-groups working together on common tasks and learning objectives. However, exploring this second range of options also relies on the ability to meet or gather in small groups, or widespread access to cheap and available communications technologies. The integrated use of other media is explored further in Section 6. C A S E S T U D Y. Zimbabwe. SAGE, Plan International. The SAGE programme in Zimbabwe uses print-based remote learning to reach out-of-school girls.21 In terms of interactivity, SAGE supports girls’ learning through a number of programme design components. Firstly, the programme content and learning activities are directly linked to the girls’ social contexts and life objectives, covering key aspects of vocational training, life skills and income generation. The unit stories in the session guides are a key feature of the print-based resources, providing role models for the girls and highlighting potential future pathways back into formal learning, employment, training or entrepreneurship. Secondly, SAGE learning activities are designed to encourage collaborative peer-to-peer learning, through small-group activities focusing on speaking and listening, and by building peer support through communities of learning. Thirdly, the programme provides regular interaction and contact with community-based facilitators at the learning hubs. During the COVID-19 pandemic, this interaction moved to telephone support and, when restrictions allowed, small group learning and individual home visits. The focus was for positive relationships with each girl and for girls to see themselves as learners and still part of the SAGE programme. To review a copy of the materials developed for the SAGE programme, including both context-relevant content, presentation and activities, follow this link. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 40 C A S E S T U D Y. Jordan. ‘Learning Bridges’ programme, UNICEF Jordan. The ‘Learning Bridges’ programme is working to provide remote learning to primary school learners, through a largely print-based study programme, supplemented by utilising the user-friendly Padlet app. Learning Bridges initially employed the Padlet app to assist with the administration and monitoring of programme activities at regional level. However, as the app was rolled out to schools, the programme also took advantage of Padlet to provide links to digital versions of the programme materials, as well as to the government’s own ‘Darsak’ programme of broadcast materials. The programme swiftly found evidence of schools and teachers then using the freely accessible and user-friendly Padlet platform to support learners in a number of innovative ways. This included the direct sharing of content, the delivery and collection of assignments, and the creation of school-level mechanisms for remote peer-to-peer collaboration. While retaining a largely text-based learning approach, this application of Padlet has enabled schools to foster communities of learning among their students, and also to encourage an adaptive process of interaction and exchange with the learning materials themselves. Reflection task. Strengthening interaction. Firstly, bearing in mind the profiles and educational needs of your learners, what sort of guidelines for designing and writing interactive materials would work best within your own programme? You might wish to develop your ideas under the following headings: – Scaffolding content. – Interactive language and writing style. – Activity types. – Activity design. – How to give instructions. Secondly, what approaches to direct learner interaction might work best in your own context? Who do learners interact with – peers, teachers or others? Do they interact face-to-face or remotely? What instructions or resources are needed to implement this direct interactive component effectively? Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 41 A parent and child in Pakistan work together at home on a mathematics lesson about measurement. Photo: Cambridge Education Useful resources for developing interactive learning. Lockwood, F. (1998) The design and production of self-instructional materials. London: Routledge. https://www.routledge.com/The-Design-and-Production-of-Self-instructional-Materials/Lockwood/p/ book/9780749414559. Forsyth, I., Jolliffe, A., & Stevens, D. (1999) Preparing a course: practical strategies for teachers, lecturers and trainers (2nd ed). London: Routledge. https://www.routledge.com/Preparing-a-Course/Forsyth-Jolliffe-Stevens/p/book/9780749428082. Commonwealth of Learning (1998) COL Kit 2: Designing Open & Distance Learning Materials. http://oasis.col.org/handle/11599/46. Commonwealth of Learning (2005) Creating Learning Materials for Open and Distance Learning: A Handbook for Authors and Instructional Designers. http://oasis.col.org/handle/11599/43. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 42 Mother and daughter at a community Learning Hub in Zimbabwe Photo: Plan International 4.2.3. Parental and caregiver support. In many school-age contexts, effective use of print-based learning for school-age learners often relies on a caregiver to support and guide them, using an approach that is closer to home-schooling rather than remote learning. The presence of a guiding role can be a key factor in learner motivation and engagement, the management of individual or differentiated learning issues, and ensuring that learners will have time and space allocated to study. However, it is crucial for programme providers to recognise that caregivers themselves will also require guidance and support to deliver home-schooling effectively. Most caregivers will not have any experience of teaching or supporting formal learning. Many caregivers may have had only a limited experience of schooling themselves, and their own literacy and learning levels may be poor. In practical terms, many caregivers will also have daily commitments, such as jobs or providing for their families. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 43 Effective Responses. There are a number of basic approaches that fulfil the need for caregiver support to learners, and address the challenges facing caregivers themselves. These include, for example: • The provision of print-based guidance sheets or ‘teaching packs’ for parents, with simple messaging, guidance and instructions for managing learning, lesson plans, suggested activities, links to supplementary media resources and so on. • Regular scheduled ‘homeschooling’ information sessions for parents, delivered by schools, teachers or other support workers. These might be delivered virtually or face-to-face, or use pre-recorded broadcast media. • Community-based learning approaches, where selected community representatives co-ordinate and lead learning, and support the homeschooling process at a local level 22 . In contexts where caregivers have access to other media, including broadcast, digital or mobile technologies, this range of options for support can be supplemented and expanded through an integrated use of media. CASE STUDIES. Bangladesh. LCFA home-based learning, Cox’s Bazar, UNICEF Bangladesh. UNICEF Bangladesh’s print based LCFA programme for the home-based learning of Rohingya refugee children places a central importance on the role of caregivers in organising and engaging children in their studies. However, in a context where the caregivers often have low levels of literacy and learning, the programme is aware of the need to provide support to the caregivers themselves. For a summary of the range of approaches and interventions used by the programme in engaging and supporting caregivers, listen here. Bangladesh. Room to Read (https://www.roomtoread.org). The Room to Read programme in Bangladesh is working with the National Academy of Primary Education (NAPE) to design and deliver self-instructional worksheets for primary- aged learners and their parents. With a goal of distributing the worksheets nation-wide, currently the material is being used by 15,000 students in 45 schools in Ukhia and Kutubdia upazilas, Cox’s Bazar district. In mobilising the community to support engagement with the materials, the programme is working with religious leaders (Imams) to motivate parents to engage their children in home- learning. According to the Literacy Director of Room to Read, engaging religious leaders in this process has become a key success factor for motivating parental engagement. The Imams describe the importance of this material and home-learning every weekend before the weekly prayer, and also utilise the mosque loudspeaker system for regular community announcements on the value and importance of the materials and the learning programme. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 44 Planning for effective delivery of support to parents and caregivers. Planning for the delivery of support to parents and caregivers is strengthened through detailed information on two key factors. Firstly, defining the roles that the programme is expecting parents and caregivers to play in providing learner support, particularly in relation to addressing issues associated with: • learner autonomy, based on learner’s age, grade levels and educational needs. • learner language and literacy levels, based on language medium and prior learning. • learning interactivity, based on instructional design models and activity types. Secondly, understanding the support needs of the parents and caregivers themselves, based on a range of personal and contextual criteria including: • parents’ own educational backgrounds. • language and literacy levels. • experiences with schooling. • additional work or family commitments. • access to technologies and media. In order to better understand the type of support that parents and caregivers may require, refer back to the Learner Profile template introduced in Section 3 of this pack. Using the same personal and contextual criteria included in this template, programme developers can gather information for a ‘Parent/Caregiver Profile’ that will help identify needs and limitations. Programme design needs to define the function and scope of the roles that the programme is expecting parents and caregivers to play. This might include, for example: administering or monitoring study-time; supporting learning; providing guidance for learning; checking learning; gathering and submitting evidence of progress. Programme developers also need to plan the design and delivery of any support and guidance that will be provided to parents and caregivers. This includes both the nature of the support, as well as the means through which it will be provided. Options include: face-to-face training or support; print-based guidance; or supplementary media content. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 45 Reflection task. Supporting parents and caregivers . In considering how to approach providing support and guidance to parents and caregivers within the context of your own programme, reflect on the following questions: – What do you know about the parents and caregivers for your learning target group? In general terms, what are their own levels of learning, literacy, and numeracy? What experience do they have of formal education? Realistically speaking, how much time will they have available each day to support homeschooling? – What are the range of activities you hope they will be undertaking to support your programme of remote learning? Will they be involved in homeschooling their children? Will they be supporting learning at community level? Will they have a role in assessing learners? – What kind of support do the parents and caregivers need to undertake their roles? How will the programme provide it to them – for example, will they be given written guidance, or will they receive face-to-face support from educational staff? What financial and material resources will you need in order to provide this direct support to learners? How will you ensure that the direct support provided to learners is effective? Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 46 4.2.4. Instructional design for print-based materials. Quality print-based remote learning materials frequently utilise particular design approaches to engage and motivate learners and strengthen the individual learning process. 22 When used appropriately, such approaches can help overcome issues associated with learner motivation and engagement, interaction, language and literacy levels, and the need for differentiated learning. It is important that both programme providers and materials developers are aware of the basic principles of instructional design for print-based remote learning materials. In addition, it is important that any programme is clear on the design principles and approaches that will be used across their materials. 23. Effective Responses. In order to address the instructional design requirements of print-based materials, there are a number of basic steps that can be undertaken. These include: • Having a clear understanding of target learners, in terms of current learning levels, subject knowledge, language and literacy levels, and support needs. • Having a clear understanding of the programme’s educational function and objectives, particularly in relation to the selection of curriculum content (e.g. condensed syllabus, remedial learning, catch-up, full curriculum). • Exploring the availability of appropriate Open Education Resources (OERs) that can be freely used and re-purposed to suit particular learner target groups and contexts. • Developing a basic ‘House Style’ instructional design template to guide development of the programme materials, covering a broad range of items such as: language style, visual presentation, learning objectives, pedagogic approach, task types, activity styles and so on. • Providing training for materials developers on the instructional design template, pedagogic principles, and required approaches to materials development. • Implementing mechanisms for the quality assurance of materials development, including schedules for delivery, editorial processes, and trialing and testing draft materials with learners and caregivers. The process of ensuring that print-based materials are developed using effective instructional design is often time-consuming, particularly for those programmes that have not previously implemented remote learning. Any provider should be prepared to schedule an appropriate level of time and resources as part of this process. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 47 C A S E S T U D Y. Bangladesh. LCFA home-based learning, Cox’s Bazar, UNICEF Bangladesh24. UNICEF Bangladesh’s print-based LCFA programme for the home-based learning of Rohingya refugee children in the Cox’s Bazar camps relies on print-based workbooks as the primary means for delivering content and learning activities. In doing so, the programme has put in place a rigorous framework for materials development. To hear more about how the needs of learners informed the programme and materials design process, listen here. To find out more about their design of the LCFA materials themselves, listen here. Reflection task. Planning for instructional design. In considering approaches to the instructional design of print-based learning materials, reflect on the following questions: – What are the learning objectives and outcomes for your programme? What activity types will help learners attain these objectives? – How many different task-types will the activities in your materials involve? What range of task-types will be stimulating and engaging for your learners? Will the learners be undertaking the activities alone or with others? Will the learners also receive support from parents, caregivers, teachers or others? – How will the content be scaffolded to strengthen learner engagement with the materials? – What is the best way for your materials to give instructions on using the materials and completing the activities to the learners? How will learners check their answers? – In terms of materials development, to what extent has your own programme developed a House Style approach that covers key elements associated with: language style; activity design; visual presentation and the use of illustrations? What would be involved in ensuring that these approaches are used consistently by all writers and editors? Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 48 Useful resources for planning instructional design: Lockwood, F. (1998) The design and production of self-instructional materials. London: Routledge. https://www.routledge.com/The-Design-and-Production-of-Self-instructional-Materials/Lockwood/p/ book/9780749414559. Forsyth, I., Jolliffe, A., & Stevens, D. (1999) Preparing a course: practical strategies for teachers, lecturers and trainers (2nd ed). London: Routledge. https://www.routledge.com/Preparing-a-Course/Forsyth-Jolliffe-Stevens/p/book/9780749428082. Commonwealth of Learning (1998) COL Trainer Kit 2: Designing Open & Distance Learning Materials. http://oasis.col.org/handle/11599/46. Commonwealth of Learning (2005) Creating Learning Materials for Open and Distance Learning: A Handbook for Authors and Instructional Designers. http://oasis.col.org/handle/11599/43. Commonwealth of Learning (1998) COL Trainer Kit 5: Quality assurance in Open & Distance Learning. http://oasis.col.org/handle/11599/104. Commonwealth of Learning (2009) Creating Learning Materials for Open and Distance Learning: Introducing the Commonwealth of Learning Instructional Design Template. http://oasis.col.org/handle/11599/472. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 49 4.3. Assessment. 4.3.1. Assessing learner progress. The purpose of assessing learner progress is to help teachers track individual learners’ acquisition of knowledge and understanding, and then to offer targeted feedback and support when it is required. It is important to do this in a timely manner, in order that learners don’t fall behind in their studies; or so they are not insufficiently challenged in their studies. However, when learners are studying remotely using print-based materials, assessing individual progress in this way can present challenges, both in terms of design and implementation. In approaching this, there are a number of possible design and implementation responses that programmes might consider, including: The integration of The supplementary The supplementary The use of written tools and tasks for self- use of communications use of digital and/or formal assessment tests, assessment as part of the media to support online media to deliver directly distributed to and overall pedagogic design assessment of progress quizzes, tests and other collected from learners. of materials. and feedback to learners assessment tools. by teachers and peers. However, it is also important to recognise that remote learning, particularly in the recent context of school closures under COVID-19, can be extremely challenging to learners. With this in mind, it is advisable to take a flexible and adaptive approach to assessment. 25. Effective Responses. Firstly, the assessment of learner progress can be built into the instructional design of the materials, for example through: • Presenting learners with clear and quantifiable learning objectives at the start of each topic and sub-topic, so they know what they are going to learn, and how their learning will be measured. • The inclusion of level-differentiated tasks and activities for self-assessment at the end of each topic and sub-topic, where learners and their caregivers are asked to reflect on their new knowledge, recall key content, and assess their own ability to fulfil the stated learning objectives. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 50 Secondly, programmes can also put in place specific components designed to help teachers gather data on knowledge and understanding, for example through: • Print-based assessment tasks (e.g. quizzes, tests, Q&A worksheets, written assignments) distributed and collected through existing networks. Thirdly, where opportunity allows, programmes can support the informal assessment of learners through integrating print-based delivery with other components, including: • Teacher-led sessions (either virtual or face-to-face) for informal tests, group activities or one- to-one discussions. • Peer-to-peer activities (either virtual or face-to-face) where learners work together to test and assess each other. However, in all cases, it is important that any inputs for assessing learner progress are accompanied by mechanisms ensuring that teachers and educators can: Gather and analyse findings. Provide feedback to learners. Plan and deliver the next learning steps. Undertake progress assessment in a timely way. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 51 Logistical decisions about the design and delivery of learner assessment components frequently draw on previous decision-making about wider design and delivery models, including: What decentralised mechanisms for materials distribution and programme administration are in place. Whether any print-based programme also uses supplementary media and communications technology. Whether any direct support mechanisms e.g. from teachers or parents, are available to learners. F U R T H E R D E V E L O P M E N T. Further guidance on learner assessment through remote learning can be found in the Remote Learning Assessment Resource Pack. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 52 C A S E S T U D Y. Argentina. Seguimos Educando (‘Continuing to Educate’), Ministry of Education. Argentina launched its programme called ‘Seguimos Educando’ as a response to keep the national education system in operation amidst the COVID-19 pandemic. The project, which is called ‘Continuing to Educate’, was developed by the Ministry of Education and the Secretariat of Media and Public Communication. The joint initiative encompassed digital and printed- based resources and materials for teaching and learning school subjects at a distance. The printed materials were created to reach students without access to technology or connectivity and are also used to supplement those students learning through other channels (e.g. digital and radio). They are designed ‘to provide an opportunity to keep in touch with school, with knowledge, with homework and, above all, with learning. In order that remote learning keeps continuity with what they had been doing at school, the activities and content sequences are underpinned by the Priority Learning Core Contents for the whole country’ 26 (Educ.ar, 2020). In terms of assessment, the materials rely primarily on self-assessment. In-text and end-of- section activities encourage students to talk to their peers to compare answers. The notebooks also include a final section where students and parents can check and review their answers to the exercises and activities. Finally, the notebooks include activities that require students to retain their learning records to show to their teachers once they return to school. C A S E S T U D Y. Bangladesh. LCFA home-based learning, Cox’s Bazar, UNICEF Bangladesh. UNICEF Bangladesh’s print-based LCFA programme for the home-based learning of Rohingya refugee children in the Cox’s Bazar camps relies on print-based workbooks as the primary means for delivering content and learning activities. UNICEF Bangladesh acknowledges that it has been difficult for the LCFA programme to assess learner progress within its current home-based learning model. However, it is also noted that learner progress is not seen as a priority for LCFA’s home-based learning model. Firstly, in terms of learning content, the programme and its materials have opted to focus on the continued practice and application of prior learning content. Secondly, in terms of programming objectives, the LCFA home-based learning model is prioritising the continued motivation and engagement of learners through remote study, rather than on the acquisition of new skills. However, in checking learner motivation and assessing the levels of engagement, the LCFA programme has given a key role to their camp-based educational support staff, known as BLIs (Burmese Language Instructors). To find out more about the role played by BLIs in assessing learners, listen here. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 53 Reflection task. Strengthening learner assessment. Within the context of your own remote learning programme, consider the role played by assessing learning. Use the following questions to help reflect on this. – How is learner progress being tracked and recognised? How is feedback being given to learners? How is success being celebrated? – Is it feasible to use self-assessment or other informal mechanisms to fulfil these goals? – How does the assessment process contribute to improving the quality of teaching and learning delivered by your programme? How does the programme ensure that outcomes from the learner assessments are used effectively to improve the programme? Useful resources on the planning and design of print-based learner assessment. Lockwood, F. (1998) The design and production of self-instructional materials. London: Routledge. https://www.routledge.com/The-Design-and-Production-of-Self-instructional-Materials/Lockwood/p/ book/9780749414559. Forsyth, I., Jolliffe, A., & Stevens, D. (1999) Preparing a course: practical strategies for teachers, lecturers and trainers (2nd ed). London: Routledge. https://www.routledge.com/Preparing-a-Course/Forsyth-Jolliffe-Stevens/p/book/9780749428082. Commonwealth of Learning (1998) COL Trainer Kit 2: Designing Open & Distance Learning Materials. http://oasis.col.org/handle/11599/46. Commonwealth of Learning (1998) COL Trainer Kit 5: Quality assurance in Open & Distance Learning. http://oasis.col.org/handle/11599/104. Remote Learning Resource Pack 3: Print — Considerations for developing an effective print-based remote learning programme 54 Community-led learning in Uganda Photo: Cambridge Education 5. Monitoring for quality assurance. In part, planning for programme development involves considering the range of guidelines, tools and mechanisms that will set the standards expected of your programme. With these in place, you will then be able to monitor activities associated with material design and development, with teaching and learning, and with programme administration. The purpose of monitoring programme activities is to check three things: • Whether all activities are being delivered according to plan. • Whether the planned activities are effective, or whether there are any unexpected issues or challenges. • Whether the delivery activities can be improved in any way. A key tool to help with this is the Feedback Loop Tool, a mechanism that helps programme developers review the work being delivered in order to inform what happens next. It provides a high-level perspective on review and improvement during programme implementation. The Tool can be applied to all elements of programme design and delivery, and offers a basic feedback framework to plan with and work within. It helps check progress against schedules and expected outcomes. It also helps ensure that you are actually learning from the successes and challenges of programme implementation, and continually improving the programme. There is no strict start or end to this process – you can use the Tool when planning a new programme, or when assessing and reviewing a current or ongoing programme. The following diagram shows how the feedback loop tool works in principle. Remote Learning Resource Pack 3: Print — Monitoring for quality assurance 55 Collecting stories and insights. • On particular issues that have arisen. • On particular challenges that have been encountered in different contexts. • On particular successes or innovations that might be applied elsewhere. Gathering feedback. • On learners’ views, e.g. of their interest, how often they engage, levels of support. • On parents or teachers views, e.g. on programme effectiveness, on learner Reviewing and engagement, on the level of action planning. support they receive themselves. • By identifying key findings from • Using quantitative surveys to information-gathering. collect this data, administered in the most appropriate ways for • By planning that prompt changes those surveyed. to the programme, including: – Content of materials. – Learning support. – Administration. • By creating a timed action plan for these. Tracking indicators and progress. • By recording the number of learners accessing learning activities each week. • By finding out the amount of time spent on learning activities each week. • By assessing whether key inputs (e.g. materials distribution; teacher-learner interaction; learner assessment) are being delivered according to schedule. • By assessing learner progress. • By disaggregating data into target sub-groups, e.g. girls, children with disabilities. Remote Learning Resource Pack 3: Print — Monitoring for quality assurance 56 Reflection task. Building quality assurance. Consider the approaches to quality assurance that might be applied in the context of your own programme. – What different mechanisms for quality assurance does your programme use in relation to: – Materials design and development? – Teaching and learning? – Programme administration? – In each case, when and how frequently does the quality assurance process take place (e.g. weekly, monthly etc.)? How will the process measure programme activities against the anticipated quality standards? – Who is responsible for gathering data and reviewing feedback? What resources and support do they need to undertake this? What roles might learners, parents, teachers and other stakeholders play in supporting programme quality assurance? – How are findings used to identify areas for improvement, and in each case, how frequently are any changes put into action? Remote Learning Resource Pack 3: Print — Monitoring for quality assurance 57 Useful resources on quality assurance of print-based remote learning. Lockwood, F. (1998) The design and production of self-instructional materials. London: Routledge. https://www.routledge.com/The-Design-and-Production-of-Self-instructional-Materials/Lockwood/p/ book/9780749414559. Forsyth, I., Jolliffe, A., & Stevens, D. (1999) Preparing a course: practical strategies for teachers, lecturers and trainers (2nd ed). London: Routledge. https://www.routledge.com/Preparing-a-Course/Forsyth-Jolliffe-Stevens/p/book/9780749428082. Commonwealth of Learning (1998) COL Trainer Kit 2: Designing Open & Distance Learning Materials. http://oasis.col.org/handle/11599/46. Commonwealth of Learning (1998) COL Trainer Kit 5: Quality assurance in Open & Distance Learning. http://oasis.col.org/handle/11599/104. Commonwealth of Learning (2009) Creating Learning Materials for Open and Distance Learning: Introducing the Commonwealth of Learning Instructional Design Template. http://oasis.col.org/handle/11599/472. Remote Learning Resource Pack 3: Print — Monitoring for quality assurance 58 6. Integrating print with other remote learning approaches. 6.1. Supplementing print-based remote learning with other media. Print-based remote learning is particularly well-suited to integrating other media. It benefits from the use of other media in providing supplementary learner support, including options for: • direct communications between learners and their teachers or tutors. • selective communications media to enable learners to work or discuss activities with their peers. • supplementary guidance for parents and caregivers in helping lead younger learners. Secondly, print-based remote learning materials can also benefit from being supplemented by a range of subject-specific content resources delivered through other media including, for example: • TV and radio broadcast. • pre-recorded audio/visual content. • streamable online content. In addition to motivating and engaging learners, the careful use of such supplementary material can assist with the illustration, demonstration and application of practical skills in science, language learning and many other areas. 27. Examples drawn from our case studies include UNICEF Jordan’s ‘Learning Bridges’ programme, which has successfully augmented its print-based delivery model through the innovative use of the Padlet app. Remote Learning Resource Pack 3: Print — Integrating print with other remote learning approaches 59 A girl in Jordan completes weekly activities provided by the Learning Bridges programme Photo: Al-Smadi/UNICEF 2020 C A S E S T U D Y. Jordan. ‘Learning Bridges’ programme, UNICEF Jordan. The ‘Learning Bridges’ programme is working to provide remote learning to primary school learners, through the delivery and dissemination of a largely print-based study programme. However, in addition to print, the programme is also utilising the user-friendly Padlet app to provide additional support together with access to multi-media content. To find out more about how the print-based materials are structured alongside the Padlet-based content, listen here. To find out more about their production of the materials themselves, listen here. Remote Learning Resource Pack 3: Print — Integrating print with other remote learning approaches 60 6.2. Supplementing other media with print-based resources. Due to their familiarity and adaptability, print-based resources can play a key role within remote learning and programme delivery. Firstly, in terms of educational quality, print is seen to have a key role in augmenting the ways in which learners engage with and utilize the range of multimedia learning resources on offer. For example, New Zealand, whose educational response to school closures has been regarded as hugely effective, ensured that in addition to targeted online, digital and broadcast learning resources, all relevant school-aged pupils were also sent a print-based package of study materials that both aligned with other media and helped manage individual application of those resources. 28 Operating at a global level, World Bank’s Read@Home initiative helps countries select and procure storybooks that are aligned with government distance learning programs and curriculum. 29. From our featured case studies, Argentina’s national Seguimos Educando (‘Continuing to Educate’) programme provides a similar example. C A S E S T U D Y. Argentina. Seguimos Educando (‘Continuing to Educate’). The Argentine Government launched its programme called ‘Seguimos Educando’ as a response to the COVID-19 pandemic. The initiative focuses on the use of the Educ.ar online digital media platform, supplemented by broadcast radio and TV content. The programme has opted to use printed materials primarily to reach students without access to technology or connectivity: 9 level-specific notebooks are designed for those students. However, students and teachers who do have access to the Educ.ar platform and broadcast content can also use this series of printed notebooks to supplement and frame their use of online/broadcast content and activities included as part of the ‘class of the day’. Secondly, in terms of educational access, print was frequently selected as the primary means of reaching learners, particularly in low-resource settings. In Afghanistan 30 and Pakistan 31, national and local educational strategies prioritized the application of print-based materials in reaching learners in locations with poor internet connectivity and mobile phone coverage. In Bangladesh, UNICEF’s response strategy focused on the provision of print-based materials for learners in refugee camps primarily due to issues of accessibility.32 To find out more about the range of context-specific factors that influenced this decision, review the full case study that accompanies this pack. Remote Learning Resource Pack 3: Print — Integrating print with other remote learning approaches 61 6.3. Planning for integration of media within a print-based remote learning programme. Planning for the integration of other media within a print-based remote learning programme requires programme developers to undertake a range of tasks associated with programme design. Firstly, decision-making over whether to use other media as part of a print-based programme, as well as which media to use, should be informed by a detailed assessment of a range of contextual, logistical and financial factors. Secondly, the integration of particular media into a print- based programme will require careful instructional design. Thirdly, any multi-media component will also require testing for quality assurance, in order to confirm underlying assumptions. Key questions include: Contextual factors. Instructional design. Quality assurance. Which media do the learners have ready What is the role of media? E.g. How will the programme test access to? • providing supplementary assumptions around: Which media are available on an audio-visual content? • accessibility and cost of the media? equitable basis? • enabling learner interaction with • whether the instructional design Which media are supported by local peers or teachers? approach is effective? technological infrastructure? • task- or activity-based learning? • whether the media content is What costs are involved in the use • learner assessment? contributing to learning attainment? of particular media: What will be the plan and structure for • For the programme? an integrated syllabus of study? • For the learners? Who will select, adapt, write and/or What technical and resource capacity produce multi-media content? will be required to develop content and manage delivery? Useful resources on integrating print with other media. Commonwealth of Learning (1998) COL Trainer Kit 4: Use and Integration of Media in Open and Distance Learning. http://oasis.col.org/handle/11599/1229. Commonwealth of Learning (2009) Creating Learning Materials for Open and Distance Learning: Introducing the Commonwealth of Learning Instructional Design Template. http://oasis.col.org/handle/11599/472. Remote Learning Resource Pack 3: Print — Integrating print with other remote learning approaches 62 Boys return to school in Amman, Jordan Photo: UNICEF 7. Looking ahead. In 2020, countries around the world introduced remote learning as a crisis response to ensuring educational continuity following the widespread closure of schools under the global COVID-19 pandemic. For many children, the re-opening of schools will not mean an immediate or full return to pre-COVID-19 patterns of education. With this in mind, it is anticipated that remote learning will continue to play a key role in supporting educational engagement and learning attainment. There are at least three scenarios in which remote learning has an important role to play: Using remote learning to help children and young people back into schools. Integrating remote learning provision into mainstream education systems. Using remote learning as a means of creating learning resilience. Remote Learning Resource Pack 3: Print — Looking ahead 63 Using remote learning to help children back into schools. Prior to the COVID-19 pandemic, print-based remote learning – in the form of non-formal schooling programmes or open and distance learning – often played a significant role in the delivery of education for out-of-school children. In this context, remote learning was often designed to provide basic levels of literacy, numeracy and subject knowledge that would then enable out-of-school children to function within the classroom context. The SAGE programme in Zimbabwe is one example of such an approach as entry to formal schooling is one transition pathway. In the context of school closures under COVID-19, the role of remote learning has often been to act as a bridge to enable children to return to mainstream schooling at some point. Programme objectives have therefore focused on: • Maintaining learner motivation and retaining daily learning practice habits. • Consolidating practice of prior knowledge topics. • Offering content based on a streamlined curriculum. Of the case studies featured in this pack, one or more of these overarching objectives framed the instructional design of UNICEF Bangladesh’s LCFA programme, UNICEF Jordan’s Learning Bridges programme, and Argentina’s Seguimos Educando programme. In this regard, remote learning programmes operating in the context of COVID-19 have set realistic goals for the levels of attainment their target learners will achieve. However, on this basis, preparing for any return to schooling will require systemic interventions including: The design and application The design of new Capacity development for of school-level re-entry integrated curriculum teachers in the design and and formative assessment and syllabus content delivery of remedial learning procedures to measure designed to consolidate strategies, level-appropriate group and individual prior knowledge and learning and catch-up learning needs. introduce new topics. lesson planning 33 . Finally, examinations associated with certification of studies or selection to the next level of education, may need to be adjusted in the context of school reopening.34, 35 Remote Learning Resource Pack 3: Print — Looking ahead 64 Integrating remote learning provision into mainstream education systems. The widespread introduction of remote learning during school closures has revealed to teachers, learners and education systems the potential of learning through multiple media and delivery modes. It is anticipated that many systems will retain these approaches and, through the continued application of media and technology, will move towards an integrated approach to delivery based on a blended model of learning. In practical terms, programme developers should plan for the continued application of remote learning on the basis that the COVID 19 pandemic will continue to impact on mainstream education once schools go back. Key measures are likely to include: • the required reduction in class sizes to enable social distancing. • the move to staggered or shift schooling, e.g. where cohorts of learners study one week in school, one week at home. • the likelihood of periodic localised school closures in response to rising cases. In this general context, sector-wide planning for the establishment of resilient and flexible education systems will need to feature remote learning interventions as part of mainstream delivery, for example through: • clear mechanisms and procedures for the delivery of remote learning through multiple media, including print. • curriculum and syllabus plans that can be readily adapted to remote or classroom-based learning. • mechanisms and procedures for the development of enhanced remote learning content. • widely-accessible repositories of context-specific re-usable remote learning content and resources. • clear remote learning roles and responsibilities for teachers and other educational staff, particularly during periods of school closure. • established roles and support mechanisms for parents and caregivers. Remote Learning Resource Pack 3: Print — Looking ahead 65 Using remote learning to create learning resilience. The impact of school closures has affected children around the world, not just in terms of learning lost, but also in terms of nutrition, mental health, social and emotional wellbeing. Under the continuation of the global pandemic, the potential for new shocks to children’s learning and wellbeing is likely to remain in place. In this regard, it is anticipated that remote learning provision will play a key role in contributing to the long-term resilience of children and their families, through targeted interventions and components covering a broad range of skills and knowledge. Key examples drawn from recent remote learning response programming have included: Instructional design for the development of skills for 1 self-directed learning. Content and interventions directed at social and emotional 2 well-being, mental health, and on-going socialisation. Public health awareness, including nutrition, exercise, 3 WASH and virus protection. 4 Child protection 36 . In planning for the on-going role of remote learning in ensuring educational continuity, it is crucial that programme developers seek to include programme-level components and interventions designed to address issues of resilience. In doing so, they may also seek to work with cross- sectoral partners in public health and social welfare to develop holistic approaches to content and delivery. Remote Learning Resource Pack 3: Print — Looking ahead 66 Reflection task. Future planning. In preparing for the future utilisation of remote learning modes within mainstream education, there are a range of systemic approaches that need consideration. Bearing in mind the particular context for your own programme, reflect on the following questions: – In contexts where learners are returning to mainstream education after periods of remote learning, what strategies and support should be put in place to support schools and teachers in assessing individual learning levels? – What policy direction will be required in terms of catch-up, accelerated learning and curriculum coverage? In particular, what are the key transferrable skills and concepts that each grade level will focus on? What guidance will be available to teachers in selecting relevant learning approaches? – Where remote learning activities, resources and delivery frameworks have been developed and implemented, how might these be used to continue supporting and strengthening learning for children in the case of continued or periodic school closures? – Where communities have supported remote learning, how can these mechanisms be maintained and developed further? In what ways might formal education bodies, education officers, school heads and teachers be engaged in supporting and strengthening community-led activities? – How does the assessment process contribute to improving the quality of teaching and learning delivered by your programme? How does the programme ensure that outcomes from the learner assessments are used effectively to improve the programme? Remote Learning Resource Pack 3: Print — Integrating print with other remote learning approaches 67 References. Instructional design, interactive learning and assessment. • Lockwood, F. (1998) The design and production of self-instructional materials. London: Routledge. https://www.routledge.com/The-Design-and-Production-of-Self-instructional-Materials/Lockwood/p/ book/9780749414559. • Forsyth, I., Jolliffe, A., & Stevens, D. (1999) Preparing a course: practical strategies for teachers, lecturers and trainers (2nd ed). London: Routledge. https://www.routledge.com/Preparing-a-Course/Forsyth-Jolliffe-Stevens/p/book/9780749428082. • Commonwealth of Learning (1998) COL Trainer Kit 2: Designing Open & Distance Learning Materials. http://oasis.col.org/handle/11599/46. • Commonwealth of Learning (1998) COL Trainer Kit 4: Use and Integration of Media in Open and Distance Learning. http://oasis.col.org/handle/11599/122. • Commonwealth of Learning (1998) COL Trainer Kit 5: Quality Assurance in Open and Distance Learning. http://oasis.col.org/handle/11599/104. • Commonwealth of Learning (2005) Creating Learning Materials for Open and Distance Learning: A Handbook for Authors and Instructional Designers. http://oasis.col.org/handle/11599/43. • Commonwealth of Learning (2009) Creating Learning Materials for Open and Distance Learning: Introducing the Commonwealth of Learning Instructional Design Template. http://oasis.col.org/handle/11599/472. Remote Learning Resource Pack 3: Print — References 68 Addressing learner autonomy. • Dorn, E., Panier, F., Probst, N. and Sarakatsannis, J. (2020) Back to school: A framework for remote and hybrid learning amid COVID-19. New York: McKinsey. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/back-to-school-a-framework-for-remote- and-hybrid-learning-amid-covid-19. • Commonwealth of Learning (1998) COL Trainer Kit 2: Designing Open & Distance Learning Materials. http://oasis.col.org/handle/11599/46. • Commonwealth of Learning (2005) Creating Learning Materials for Open and Distance Learning: A Handbook for Authors and Instructional Designers. http://oasis.col.org/handle/11599/43. Designing inclusive remote learning. • Floe Inclusive Learning Design Handbook. https://handbook.floeproject.org. • Watkins et al. (2020) Inclusive Design for learning: Creating Flexible and Adaptable Content with Learners. Canada: Commonwealth of Learning Knowledge Series. http://oasis.col.org/handle/11599/3690. • Ramsamy-Iranah, S.D. (2020) Assistive Technologies: Inclusive Teaching Guidelines for Educators. Canada: Commonwealth of Learning Knowledge Series. http://oasis.col.org/handle/11599/3661. • Dorn, E., Panier, F., Probst, N. and Sarakatsannis, J. (2020) Back to school: A framework for remote and hybrid learning amid COVID-19. New York: McKinsey. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/back-to-school-a-framework-for-remote- and-hybrid-learning-amid-covid-19. Remote Learning Resource Pack 3: Print — References 69 Endnotes. What is remote learning using print 13. Ramsamy-Iranah, S.D. (2020) Assistive Technologies: and why is it used? Inclusive Teaching Guidelines for Educators. Canada: Commonwealth of Learning Knowledge Series http://oasis. 1. Joynes et al. (2020) An overview of emerging country- col.org/handle/11599/3661 level responses to providing educational continuity under COVID-19: What’s working? What isn’t? DFID / World 14. Arbeláez, L.M, Aparicio, C.A, Celis, K., Pineda, O.I. (2020), Bank: EdTech Hub Colombia: Mis Manos te Enseñan (My Hands Teach You). Education continuity stories series. Paris: OECD 2. Open University, ‘SAGE - Supporting Adolescent Girls’ Publishing http://documents1.worldbank.org/curated/ Education’ [Online] https://www.open.edu/openlearn en/687211598345115273/pdf/Colombia-Mis-Manos-te- create/SAGE Ense%C3%B1an-My-Hands-Teach-You.pdf 3. Arbeláez, L.M, Aparicio, C.A, Celis, K., Pineda, O.I. (2020), 15. Arbeláez, L.M, Aparicio, C.A, Celis, K., Pineda, O.I. (2020), Colombia: Mis Manos te Enseñan (My Hands Teach Colombia: Mis Manos te Enseñan (My Hands Teach You). Education continuity stories series. Paris: OECD You). Education continuity stories series. Paris: OECD Publishing http://documents1.worldbank.org/curated/ Publishing http://documents1.worldbank.org/curated/ en/687211598345115273/pdf/Colombia-Mis-Manos-te- en/687211598345115273/pdf/Colombia-Mis-Manos-te- Ense%C3%B1an-My-Hands-Teach-You.pdf Ense%C3%B1an-My-Hands-Teach-You.pdf 4. Ministry Of Education, Argentina ‘Seguimos Educando’ 16. World Bank Read@Home https://www.worldbank.org/ [Online] https://www.educ.ar [Accessed 14th Jan 2021] en/topic/education/brief/read-at-home https://blogs. worldbank.org/education/readhome-effective-partnerships- reach-vulnerable-children-north-macedonia Access and equity. 5. World Bank (2021) Loud and Clear: Effective Language of Instruction Policies for Learning. Available at: https://www. Quality and support. worldbank.org/en/topic/education/publication/loud-and- 17. Commonwealth of Learning (1998) COL Kit 2: Designing clear-effective-language-of-instruction-policies-for-learning Open & Distance Learning Materials 6. Azevedo, João Pedro.2020. Learning Poverty: Measures 18. UNESCO Institute for Statistics (2017) More Than One-Half and Simulations. Policy Research Working Paper no. of Children and Adolescents Are Not Learning Worldwide. WPS 9446. Available at: http://documents.worldbank. Fact Sheet No. 46, September 2017 UIS/FS/2017/ED/46. org/curated/en/232501603286799234/Learning-Poverty- Montreal: UNESCO Institute for Statistics. Measuresand-Simulations 19. Arbeláez, L.M, Aparicio, C.A, Celis, K., Pineda, O.I. (2020), 7. World Bank (2021). Read@Home: Materials Guidance. Colombia: Mis Manos te Enseñan (My Hands Teach Available at: https://www.worldbank.org/en/topic/ You). Education continuity stories series. Paris: OECD education/brief/read-at-home Publishing http://documents1.worldbank.org/curated/ en/687211598345115273/pdf/Colombia-Mis-Manos-te- 8. UNESCO Institute for Statistics (2017) More Than One-Half Ense%C3%B1an-My-Hands-Teach-You.pdf of Children and Adolescents Are Not Learning Worldwide. Fact Sheet No. 46, September 2017 UIS/FS/2017/ED/46. 20. McAleavy T., and Gorgen, K. (2020) Overview of emerging Montreal: UNESCO Institute for Statistics. country-level response to providing educational continuity under COVID-19: best practice in pedagogy for remote 9. Watkins et al. (2020) Inclusive Design for learning: teaching. [Online]. April 2020. DFID / World Bank: EdTech Creating Flexible and Adaptable Content with Learners. Hub https://edtechhub.org/wp-content/uploads/2020/04/ Canada: Commonwealth of Learning Knowledge Series summary-research-best-practice-pedagogy-remote- http://oasis.col.org/handle/11599/3690 teaching.pdf 10. Open University (2020) SAGE - Supporting Adolescent 21. Open University (2020) SAGE - Supporting Adolescent Girls’ Education. http://www.open.ac.uk/about/international- Girls’ Education. http://www.open.ac.uk/about/international- development/SAGE [Accessed 13th January 2021] development/SAGE [Accessed 13th January 2021] 11. UNESCO (2020) Global Education Monitoring Report: 22. Lockwood, F . (1998) The design and production of self- Inclusion & Education: All Means All. Paris: UNESCO. instructional materials. London: Kogan Page https://en.unesco.org/gem-report/report/2020/inclusion 23. Forsyth, I., Jolliffe, A., & Stevens, D. (1999) Preparing a 12. Watkins et al. (2020) Inclusive Design for learning: Creating course: practical strategies for teachers, lecturers and Flexible and Adaptable Content with Learners. Canada: trainers (2nd ed). London: Kogan Page Commonwealth of Learning Knowledge Series http://oasis. col.org/handle/11599/3690 24. UNICEF Bangladesh (2020b) COVID-19 Response Plan for Cox’s Bazar April-Sept 2020. Dhaka: UNICEF Remote Learning Resource Pack 3: Print — References 70 Endnotes Assessment. Looking ahead. 25. Miller, A. (2020) Summative Assessment in Distance 33. McAleavy T., and Gorgen, K. (2020) Overview of emerging Learning https://www.edutopia.org/article/summative- country-level response to providing educational continuity assessment-distance-learning under COVID-19: best practice in pedagogy for remote teaching. [Online]. April 2020. DFID / World Bank: EdTech 26. Ministry Of Education, Argentina (2020) ‘Seguimos Hub: https://edtechhub.org/wp-content/uploads/2020/04/ Educando’ https://www.educ.ar [Accessed 14th Jan 2021] summary-research-best-practice-pedagogy-remote- teaching.pdf [Accessed 3rd February 2021] Integrating print with other remote 34. Luna-Bazaldua, D., Levin, V., Liberman, J. (2020) Learning in the time of COVID-19: the role of learning assessment learning approaches. in reopening schools, World Bank [Online] https://blogs. 27. McAleavy T., and Gorgen, K. (2020) Overview of emerging worldbank.org/education/learning-time-COVID-19-role- country-level response to providing educational continuity learning-assessment-reopening-schools [Accessed 3rd under COVID-19: best practice in pedagogy for remote February 2021] teaching. [Online]. April 2020. DFID / World Bank: EdTech 35. READ / World Bank Group (2020) Guidance note on Hub: https://edtechhub.org/wp-content/uploads/2020/04/ using learning assessment in the process of school summary-research-best-practice-pedagogy-remote- reopening http://documents1.worldbank.org/curated/ teaching.pdf en/856951606239586214/pdf/Guidance-Note-on-Using- 28. Ministry of Education, New Zealand (2020) ‘Home Learning-Assessment-in-the-Process-of-School-Reopening. Learning’ [Online] https://www.education.govt.nz/covid-19/ pdf [Accessed 3rd February 2021] distance-learning/ [Accessed 14th January 2021] 36. Joynes et al. (2020) An overview of emerging country- 29. World Bank Read@Home. https://www.worldbank.org/ level responses to providing educational continuity under en/topic/education/brief/read-at-home https://blogs. COVID-19: What’s working? What isn’t? DFID / World Bank: worldbank.org/education/readhome-effective-partnerships- EdTech Hub reach-vulnerable-children-north-macedonia 30. Ministry of Education, Afghanistan (2020) Alternate Education Service Delivery COVID-19 Emergency Response Plan Ministry of Education March 2020. Kabul: Government of Afghanistan. https://reliefweb. int/sites/reliefweb.int/files/resources/moe_covid-19_ alternative_learning_plan_-_english_9_april.pdf [Accessed 28th April 2020] 31. Aga Khan Development Network (AKDN) (2020). AKDN pulls together in response to the COVID-19 pandemic. [Online]. Accessed at: https://www.akdn.org/project/ akdn-pulls-together-response-covid-19-pandemic/ 32. UNICEF Bangladesh (2020). UNICEF: Urgent need to secure learning for children across South Asia. Press Release. 6th April 2020. [Online]. Accessed at: https://www.unicef.org/bangladesh/en/press-releases/ unicef-urgent-need-secure-learning-children-across- south-asia Remote Learning Resource Pack 3: Print — References 71