Person:
Hasan, Amer
Author Name Variants
Fields of Specialization
Early childhood development,
Education,
Impact evaluation
Degrees
ORCID
External Links
Departments
Education Global Practice, South Asia Region
Externally Hosted Work
Contact Information
Last updated
January 31, 2023
Biography
Amer Hasan is a Senior Economist with the Education Global Practice, focusing on the South Asia Region (SAR). His most recent assignment before this was with the Human Capital Project team. He has also been a part of the East Asia and Pacific (EAP) Education team where he worked on Indonesia and China and served as Task Team Leader on both lending and analytical operations. He was the EAP regional focal point for Early Childhood as well as for Disability Inclusive Education. He co-led the 2018 flagship report on the quality of education in EAP entitled “Growing Smarter: Learning and Equitable Development in East Asia and Pacific.” Amer holds a PhD and Masters in Public Policy from the University of Chicago as well as a BA in History from Yale University.
Publication Search Results
1 - 2 of 2
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Publication
Learning Losses in Pakistan Due to COVID-19 School Closures: A Technical Note on Simulation Results
(World Bank, Washington, DC, 2020-10)Pakistan was among the first countries in the world to institute widespread school closures as a result of Coronavirus 2019 (COVID-19). What are the expected levels of learning that teachers will have to deal with in the class? Will children have lost learning while schools were closed? What should teachers, parents, and children expect from the first few weeks of schooling? How can parents, teachers, and the school system as a whole help children catch up? While school closures have been effective in supporting efforts at social distancing, they may well have serious consequences for schooling and learning. This note presents results from a series of simulations that aim to capture the impacts that school closures in Pakistan may have on the learning levels, enrollment, and future earnings of children and students. In this note, the authors present an overview of how these numbers are calculated and how to interpret them. This note draws on a simulation exercise for all countries on which data is available, including Pakistan, conducted by researchers at the World Bank. -
Publication
Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow
(World Bank, Washington, DC, 2021-11-30)School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective That is, did children learn as much as they did during pre-pandemic, in-person learning 2. What lessons can governments derive from this wide-spread experience 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.