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.
Authors and contributors
Mazari, Haani (Author)
Baloch, Imdad (Author)
Thinley, Sangay (Author)
Radford, Kate (Author)
Kaye, Tom (Author)
Perry, Freya (Author)
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. EdTech Hub. https://doi.org/10.53832/edtechhub.0135
Link to this record
https://docs.edtechhub.org/lib/42XI4RCK
Key themes
- Education in Emergencies
- Learning continuity
Type
- Technical Report
