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Learning continuity in response to climate emergencies: Pakistan's 2022 floods
Resource type
Report
Authors/contributors
- Mazari, Haani (Author)
- Baloch, Imdad (Author)
- Thinley, Sangay (Author)
- Radford, Kate (Author)
- Kaye, Tom (Author)
- Perry, Freya (Author)
Title
Learning continuity in response to climate emergencies: Pakistan's 2022 floods
Abstract
Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale.
An output of the EdTech Hub, https://edtechhub.org
Report Type
Technical Report
Institution
EdTech Hub
Date
2023
Language
en
Call Number
0135
Rights
Creative Commons Attribution 4.0 International
Extra
DOI:10.53832/edtechhub.0135
ZenodoArchiveID: 7334016
ZenodoArchiveConcept: 7334015
Citation
Mazari, H., Baloch, I., Thinley, S., Radford, K., Kaye, T., & Perry, F. (2023). Learning continuity in response to climate emergencies: Pakistan’s 2022 floods [Technical Report]. EdTech Hub. https://doi.org/10.53832/edtechhub.0135
Educators
Education systems
Hardware and modality
Within-country contexts
Publisher and type
Research method
Topic Area
Focus Countries
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