This study is a causal impact evaluation of Watch, Play, Learn (WPL), a program by Sesame Workshop that consists of videos that aim to bring playful early learning opportunities to children, especially those affected by conflict and crisis, via mobile phones. This study focused on the effects of WPL math and social-emotional skills content delivered to Venezuelan migrants and Colombian children living in communities in Colombia where families and children face challenges in accessing essential services, including early education. Implementation was led by the Colombia office of Innovations for Poverty Action.

The Holistic Learning Assessment System (HOLAS) Bank is a curated inventory of educational tools/assessments and relevant monitoring and evaluation (M&E) resources designed for use and/or implemented in Colombia and Peru.

Standing With Palestine: NYU-TIES’s Commitment Amidst U.S. Campus Unrest.

Gobee, a prototype assessment tool for emergency settings, set out to make it easier for teachers and facilitators to measure children’s learning progress. Following the initial stages of development, War Child and NYU Global TIES share their learnings and publish the codes on an open-source platform.

This study, led by Global TIES for Children at New York University in collaboration with the International Rescue Committee (IRC) research team, is an implementation study of a new intervention co-designed by the Ministry of Health (MoH) in Jordan, the IRC, and Sesame Workshop. This intervention seeks to increase families’ access to early childhood development (ECD) information and activities through the expansion of MoH midwife training beyond physical health and nutrition to other aspects of ECD, such as managing child behavioral challenges and supporting early learning,

and the incorporation of such additional content into well-child visits for children ages 0 to 5 years old.

Despite widespread enthusiasm for remedial education programming with refugee populations, there is little rigorous evidence on how to design and implement such programs. We employ a cluster-randomized design of non-equivalent treatment groups to test the impact of access to two types of program enhancement: longer program duration and the addition of skilltargeted social and emotional learning (SEL) activities for Syrian refugees enrolled in Lebanese public schools. We find that, compared to 10 weeks of programming, 26 weeks marginally increases students’ literacy skills (ES = 0.04) and significantly improves behavioral regulation (ES = 0.31), but students reported less positive perceptions of their public school environment (ES= −0.83 to −0.89) and remedial tutoring site (ES= −0.15 to −0.24). We also find that the addition of skill-targeted SEL activities to 26 weeks of programming results in higher student reports of school-related stress compared to programming without skill-targeted activities (ES = 0.21). Implications for program and policy are discussed.

Reach Up and Learn (RUL) is a home-visiting program that was introduced in Jamaica in 1975. In 2016, the International Rescue Committee (IRC), in collaboration with the Arab Resource Collective, adapted RUL for the context of Syrian and host community families in Lebanon, Jordan and Syria and integrated RUL into its education, child protection, and health programs in Jordan, Lebanon, and Syria.