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Author: Learn More
20 October 2020

Learn More and Horizon Group have partnered with Saudi Arabia’s MiSK Foundation to draft two white papers on youth trends and attitudes. These white papers were used to ground the Y20 Summit held in Riyadh from the 15th to the 17th of October 2020. The Y20 is a youth-led event bringing together young leaders from across G20 countries to discuss and debate the G20 Leaders’ agenda.

Open the article to see the full papers.

Author: Learn More
7 October 2020

This article was originally published here

Learn More has been published for a new research programme together with the British Council.
Next Generation is a global research programme initiated in countries that are experiencing a period of significant change, with the purpose of ensuring that young people’s voices are heard and their interests properly represented in decisions that will have lasting implications for their lives.

Next Generation Italy explores the attitudes, aspirations, and needs of young people across the country. It explores their views on education, skills and employment, the opportunities available to them, their interaction with family, friends and community, their values, and how they view their role, and that of Italy, in Europe and the wider world.

Author: Learn More
7 August 2020

Between July and August 2020, Learn and Teach for Italy designed and delivered Italy’s first entirely remote introductory teacher training course ever. Our one-month online bootcamp prepared some of Italy’s most talented young people for a two-year commitment to teach in some of the country’s most disadvantaged schools. These teachers are Teach for Italy’s first

Author: Learn More
3 May 2020

This study shows that emergency preparedness facilitates a more relevant, timely, effective, and efficient humanitarian response, which in turn improves how affected communities’ needs are met during emergencies. Creating an evidence base for these potential benefits is vital to making the case for investment in humanitarian preparedness. This study, like others carried out before it, helps qualify and quantify the benefits of preparedness. The ROI Methodology used in this study is a tool for humanitarian practitioners to make the case for their investments in a way that helps decision-makers understand the trade-offs involved. This framework relies on careful analyses and compares how a humanitarian response in different risk scenarios would occur with and without the investment having been made. This methodology enables the development of business cases. Indicators derived from this comparison are defined as ROI indicators. Using this methodology, a joint Learn More and PwC team appraised 11 capacity development investments collectively valued at £3,874,424 in Ethiopia and the Philippines, funded through the DEPP program.

Author: Learn More
13 June 2019

There is no shortage of apologists praising Hour of Code’s participation rates, but there is even more to celebrate than just those big numbers. Here, we take a closer look at the wildly successful phenomenon.
Hour of Code initiative is the simple idea that students from all around the world are taught an hour of computer programming, usually during Computer Science Education Week. For some pupils, it remains only an hour. For those who want more, there are extension courses, community events and an almost endless bank of free resources with which to train.

Author: Learn More
1 April 2019

Teachers may be the masters of their classroom domain, but they are rarely involved in the design of it. Innovations, especially edtech, are often placed in their hands without their say so. And if they have not been integral to the development of such material, the results can fall flat. This was the case when interactive whiteboards were rolled out across the UK. As part of a £15bn school refurbishment plan, they were introduced without teacher involvement, and were then found to have no subsequent rise in pupils’ attainment linked directly to the technology.
Learn More surveyed teachers to get a sense of how involved they felt in the creation of educational content. We found that teaching unions are not perceived to be sitting at the table during the design of policy and products, and teachers at an individual level feel shut out from the development of the very tools they use every day.