The following case study focuses on global initiatives implemented to support teachers teaching remotely during COVID-19.
Investment in education is the foundation for developing a sustainable society. Since 1992, numerous initiatives for environmental education have been launched in the Middle East. Specifically, Jordan and Egypt have implemented educational reforms, updated their curricula, incorporated environmental education in formal and informal settings and created environmental initiatives.
The government of Bangladesh established a multi-modal remote learning initiative based on Gender and School Closures Analysis (GSCA) to address the digital divide and support the delivery of remote learning in Bangladesh.
The initiative originated in Norway due to a need for collaborative action to answer the urgent demands of medical and social crises. Under extreme conditions of uncertainty and time pressure, the Norwegian government turned to academic experts while developing a collective response to COVID-19 to eliminate potential damage to health, economic, political and social structures.
In 2017, The Congo Literacy Project (CLP) was introduced by women leaders in the Mennonite churches in the Democratic Republic of the Congo (DRC). Youth and adults aged 15 years and over, especially girls and women from rural areas, who cannot attend school, are the programme’s core target group.
