Evaluating Approaches to Remedial Education: Catch-up Clubs
Organized webinar focused on remedial education approaches: According to the ONE Campaign, in 2021, seventy million children failed to acquire basic literacy skills by their tenth birthday. School closures during the COVID-19 pandemic exacerbated this—at the peak of the pandemic, over 1.6 billion schoolchildren lost access to their classrooms. In response to this crisis, Save the Children developed Catch-Up Clubs, a cost-effective, easily scalable model for learning focused on preparing children to return to school.
Multimedia educational resources for Ukraine’s Ministry of Education and Science
NUMO | Ministry of Education and Science of Ukraine Platform for the Development of Preschoolers with “Sesame Street”
Play to Learn Activity Workbook
An activity workbook specifically created for Rohingya children to support learning in literacy, mathematics, and science.
Multimedia educational resources
Watch, Play, Learn: Early Learning Videos is a set of engaging, modular, universal early learning videos that are designed to reach young children with playful early learning content, with particular attention to the unique experiences of children affected by conflict and crisis.
Programmatic Development Plan
Welcome Sesame unites programs around the world with a shared goal of delivering early learning and nurturing care to young children and caregivers affected by crisis—reaching children in the narrow window when it’s most important. Learn more about this initative.
PROFESSIONAL BLOG POST
The makers of Sesame Street are launching a library of globally tested educational videos designed to bring playful early learning opportunities to children everywhere, especially those affected by conflict and crisis. These animated videos feature beloved Sesame Muppets like Elmo along with new friends like Ameera who learn together through play.
Academic essay
Understanding the humanitarian-development nexus and why it is needed. Written for University of Edinburgh’s masters of science in international development programme.
Academic blog post
When Development Displaces: Analysing the negative impact that developmental projects have had on vulnerable groups in Indonesia. Written for University of Edinburgh’s masters of science in international development programme.
Professional report
Sesame Workshop’s Humanitarian Response to Education in Emergencies. Written for Sesame Workshop’s International Social Impact department.
Academic blog post
Capacity building: reflections on Eade’s recommendations. Written for University of Edinburgh’s masters of science in international development programme.
Academic Essay
The Pursuit of Happiness: Should ‘happiness’ be included as a development objective in the SDGs? Written for University of Edinburgh’s masters of science in international development programme.
Professional Report
Continuous professional development in early grade learning at public teachers training colleges in Malawi. Written for consultancy with GIZ.
A Guide for Community Librarians: Reading Comprehension and Social-emotional skills
The Reading Comprehension Group developed this interactive guide to promote uptake of literacy activities that strengthen children’s social emotional learning skills and listening/reading comprehension skills, in the heart of communities through community libraries. The objective of this guide is to help teachers, volunteer teachers and librarians, and community leaders set up libraries where there are none and promote the use of community libraries that already exist via activities that engage the full community.
Promoting Climate-sensitive Early Childhood Care and Education in Emergencies
Climate mitigation and adaptation efforts often exclude early childhood care and education (ECCE), especially in crises and emergencies. Therefore, the brief outlines multisectoral ECCE interventions that can serve as solutions to broader climate change mitigation and adaptation goals. These interventions look at long-term solutions that reduce children’s exposure to climate change risks. The aim of these long-term solutions is to create new climate-adapted ways of thinking, being, and doing.
Gold Anthem Award Winner for Humanitarian Action & Services Special Projects Awareness & Media Categories (Nonprofit)
Programmatic Learnings Resource
Featured in UNICEF ECE Accelerator Toolkit. Summarizes the learnings on global play, including guidelines for adults who are facilitating play, commonly available objects that can be used for play, and ideas for educational games that have been globally vetted for relevance in many contexts around the world. Users can use this material as guidance when designing playful learning interventions in a variety of contexts globally.
Academic blog post
Words Can Hurt Me: An analysis of labels used by the Trump administration and Human Right First. Written for University of Edinburgh’s masters of science in international development programme.
Academic Essay
Education in Emergencies: Understanding the integration of education into humanitarian responses. Written for University of Edinburgh’s masters of science in international development programme.
academic activity
Monitoring and Evaluation Activity: PlayPumps International. Written for University of Edinburgh’s masters of science in international development programme.
Academic Poster
Violence-Induced Migration in the Northern Triangle. Created for University of Edinburgh’s masters of science in international development programme.
MURALS
Educational public health murals. Murals created for one health NGO.
PUBLIC RADIO PROGRAMME
Multimedia for education: public radio programme. Script written for one health NGO.
TEXTLESS INSTRUCTIONAL BANNER
Print media for education: textless instructional banner. Created for one health NGO.
GLOBAL STUDIES AND LANGUAGES CURRICULUM
Our Global Communities: Culture and Climate Change in Nicaragua. Created in collaboration with BU, U.S. Department of State, UNAM and Peace Corps.
Language manual
It is often assumed that a Creole is just a form of broken English. However, they are in fact two separate entities. Grammatically, Nicaraguan Kriol presents uniformed patterns that greatly differ from Standard English. Likewise, Kriol has its own set of vocabulary and phrases that do not share a likeness to Standard English. We, as Coastal volunteers, see an importance in learning the local speech. Learning Kriol has been shown to enhance volunteers’ experiences and assist in their ability to integrate. The creation of this manual is intended to cater towards volunteers placed in the Pearl Lagoon basin and Bluefields.
Deborah Marie Rodríguez García, MSc MA 