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This document outlines the work done by NYU Global TIES to strengthen social and emotional skills and well-being assessment in Lebanon and Peru during the COVID-19 pandemic. It explains the frameworks and concepts, and outlines next steps in those countries.

This report is intended to be a living framework for thinking and talking about distance education interventions, beginning in low- and middle-income (LMIC) and humanitarian contexts and expanding over time to include distance education interventions designed for high-income contexts. Distance education has been used as a strategy to provide educational opportunities for children without easy access to physical educational institutions, including girls; children in rural areas; ethnic, racial, and religious minority children; and children displaced by conflict and crisis. But in 2020, over 1 billion children worldwide no longer had easy access to educational opportunities due to the COVID-19 pandemic and ensuing school closures. The massive loss of in-person educational opportunities poses a risk for long-term, negative outcomes in domains such as student achievement, student and family well-being, and future enrollment. To reduce the chance of these negative outcomes for these vulnerable students, this report provides three theories of change that are commonly implemented as part of distance education interventions. It also identifies a set of measures for practitioners, policymakers, and researchers that may be a useful starting point for assessing key near-term and long-term outputs and outcomes within the theories of change to improve distance education.

This concept note describes the frameworks, concepts and methods of the project in which NYU Global TIES for Children (NYU-TIES) and the Universidad de los Andes are working to strengthen holistic learning monitoring and evaluation systems in Colombia and Peru (main recipients of Venezuelan refugee and migrant families). With the support of the Education Cannot Wait (ECW) Acceleration Facility, this working group seeks to: 1. Adapt, implement, and use data from high-quality holistic learning assessments for both host-country and Venezuelan refugee children and families. 2. Adapt systems to include measures, tools, and processes that enable the effective, sustainable, and equitable collection and use of fit-for-purpose data about holistic learning outcomes. 3. Communicate about the results of the measures, tools, and processes in order to better align such tools and information on holistic learning outcomes with other key elements of the education ecosystem and across stakeholders.

En esta nota conceptual se describen los marcos, conceptos y métodos del proyecto en el que NYU Global TIES for Children (NYU-TIES) y la Universidad de los Andes están trabajando para fortalecer los sistemas de monitoreo y evaluación de aprendizaje holístico en Colombia y Perú (mayores receptores de familias de refugiados y migrantes venezolanos). Con el apoyo del "Acceleration Facility"de Education Cannot Wait (ECW) este grupo de trabajo busca: 1. Adaptar, implementar y utilizar datos recogidos a través de herramientas de alta calidad sobre el aprendizaje holístico de los niños, niñas y adolescentes y las familias de los países de acogida y de los refugiados venezolanos. 2. Adaptar los sistemas para que incluyan mediciones, herramientas y procesos que permitan la recopilación y el uso eficaz, sostenible y equitativo de datos que se adecuen a los propósitos de la evaluación sobre aprendizaje holístico. 3. Comunicar tanto los resultados de las mediciones, herramientas y procesos para alinearlos mejor entre sí, así como información sobre los resultados del aprendizaje holístico con otros agentes claves del ecosistema educativo y entre ellos mismos. *************************************** This concept note describes the frameworks, concepts and methods of the project in which NYU Global TIES for Children (NYU-TIES) and the Universidad de los Andes are working to strengthen holistic learning monitoring and evaluation systems in Colombia and Peru (main recipients of Venezuelan refugee and migrant families). With the support of the Education Cannot Wait (ECW) Acceleration Facility, this working group seeks to: 1. Adapt, implement, and use data from high-quality holistic learning assessments for both host-country and Venezuelan refugee children and families. 2. Adapt systems to include measures, tools, and processes that enable the effective, sustainable, and equitable collection and use of fit-for-purpose data about holistic learning outcomes. 3. Communicate about the results of the measures, tools, and processes in order to better align such tools and information on holistic learning outcomes with other key elements of the education ecosystem and across stakeholders.

Working paper #1 from the Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium. This paper outlines the theoretical framework governing the studies to be deployed throughout the Consortium's lifetime.

A presentation given at the 65th Annual Conference of the Comparative & International Education Society in 2021.