[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587600-105":59,"doc-detail-587600-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","on-call-using-mobile-technologies-to-measure-learning-in-emergencies","On Call: Using Mobile Technologies to Measure Learning in Emergencies","","Guidance on using mobile technologies to measure learning outcomes in emergency education (EiE) contexts, emphasizing why more timely and rigorous evidence is needed for tailoring education to children in crises. Discusses persistent barriers to primary and secondary schooling and the reality of “learning poor” children, then outlines how assessments can support pedagogy adjustment, targeted instruction, teacher capability, and school improvement planning. Highlights limitations of national assessments regarding protection status, timing, and coverage.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/on-call-using-mobile-technologies-to-measure-learning-in-emergencies/587600/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/on-call-using-mobile-technologies-to-measure-learning-in-emergencies/587600.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are mobile technologies relevant for measuring learning in emergency settings (EiE)?","Question",{"text":112,"@type":113},"Mobile technologies can support measurement where evidence is urgently needed and traditional data may not reflect children’s specific needs in emergencies. They can help practitioners tailor education and understand learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What learning-related problems in emergencies does the brief highlight?",{"text":117,"@type":113},"It highlights limited access to primary and secondary education for refugee children and the prevalence of “learning poor” status, meaning many children cannot read and understand simple text by age 10.",{"name":119,"@type":110,"acceptedAnswer":120},"How can learning assessments improve education and planning in EiE?",{"text":121,"@type":113},"Assessments can adjust pedagogy, target instruction to children’s cognitive and noncognitive abilities, equip teachers with relevant skills, and inform school improvement plans and learning facility decisions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587600,1792062299,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","ON CALL  \nUSING MOBILE TECHNOLOGIES TO MEASURE LEARNING IN EMERGENCIES  \nUNICEF OFFICE OF RESEARCH – INNOCENTI  \nThe Office of Research – Innocenti is UNICEF’s dedicated research centre . It undertakes research on emerging or current issues in order to inform the strategic direction, policies and programmes of UNICEF and its partners, shape global debates on child rights and development, and inform the global research and policy agenda for all children, particularly for the most vulnerable .  \nUNICEF Office of Research – Innocenti publications are contributions to a global debate on children and may not necessarily reflect UNICEF policies or approaches .  \nThe Office of Research – Innocenti receives financial support from the Government of Italy, while funding for specific projects is also provided by other governments, international institutions and private sources, including UNICEF National Committees .  \nThe findings, interpretations and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of UNICEF.  \nExtracts from this publication may be freely reproduced with due acknowledgement. Requests to utilize larger  \nportions or the full publication should be addressed to the Communications Unit at: [researchpublications@unicef.org](researchpublications@unicef.org).  \nSuggested citation: Valenza, M. , Dreesen, T. and S. Kan, On Call: Using Mobile Technologies to Measure Learning in Emergencies , UNICEF Office of Research - Innocenti, Florence, Italy, 2022.  \nThis brief was authored by Marco Valenza, Thomas Dreesen and Sophia Kan (UNICEF Office of Research Innocenti) . The authors prepared this report under the supervision and guidance of Linda Jones and Frank van Cappelle from UNICEF’s Education Section and Matt Brossard from UNICEF Office of Research – Innocenti. Additional support and guidance were provided by Aisling Falconer, Juan Pablo Giraldo and Neven Knezevic from UNICEF’s Education section .  \nA special thanks goes to the following experts who provided valuable input and comments throughout the research process: Noam Angrist, Clay Westrope, Rafael Pontuschka, Maria Tubio, Cirenia Chavez Villegas, Xinxin Yu, Lee Crawfurd and Radhika Nagesh.  \nAmparo Barrera and Lara Stefanizzi provided invaluable administrative support to the team . Thanks also goes to Céline Little, Sarah Marchant and Sabrina Tiffany Giffen Desuasido Gill for their support with the publication and communication of this research.  \n© 2022 United Nations Children’s Fund (UNICEF) Cover photo: © UNICEF/UN0393292/Satu  \nGraphic design: Big Yellow Taxi, Inc .  \nIllustrations: Rafael Pontuschka  \n© UNICEF/UN0633060/LATAY KO  \nOne tool that many families own, across the globe, is a basic mobile phone .1 The use of low-cost basic mobile phones for educational purposes in humanitarian settings is critical where access to connectivity and higher cost devices is limited. The portability of mobile phones, combined with their communication features, offers multiple uses to support education in emergency (EiE) . This report is the second of a two-part series that aims to provide practitioners with guidance and resources on, and lessons learned for, using mobile technology in EiE settings . The series draws from a review  \nof the existing literature with feedback from and interviews with EiE practitioners . The first piece of this series – On call: The use of mobile phones for learning in emergencies – explores how basic mobile phones can be used to support EiE learning programmes and teacher training . It emphasizes key practices that education practitioners have adopted to improve the equity and safety of mobile phone-based programmes . The present report, the second in this series, instead provides guidance on planning and delivering learning assessments through mobile technology.  \n1 In this paper,“basic mobile phones” are phones with the capability for text messaging and phone calls, usually without other advanced fe","cbCaidVDNmcTTUY9","https://ap.wps.com/l/cbCaidVDNmcTTUY9","pdf",1990709,28,"English","# Why mobile technologies can be used for measuring learning in EiE\n## Evidence needs and learning gaps in emergencies\n## Using assessments to improve pedagogy, targeting, and plans","[{\"question\":\"Why are mobile technologies relevant for measuring learning in emergency settings (EiE)?\",\"answer\":\"Mobile technologies can support measurement where evidence is urgently needed and traditional data may not reflect children’s specific needs in emergencies. They can help practitioners tailor education and understand learning outcomes.\"},{\"question\":\"What learning-related problems in emergencies does the brief highlight?\",\"answer\":\"It highlights limited access to primary and secondary education for refugee children and the prevalence of “learning poor” status, meaning many children cannot read and understand simple text by age 10.\"},{\"question\":\"How can learning assessments improve education and planning in EiE?\",\"answer\":\"Assessments can adjust pedagogy, target instruction to children’s cognitive and noncognitive abilities, equip teachers with relevant skills, and inform school improvement plans and learning facility decisions.\"}]","On Call: Using Mobile Technologies to Measure Learning in Emergencies | PDF",71]