Lessons from COVID-19: Getting remote learning right
The massive scale of school closures has laid bare the uneven distribution of technology to facilitate remote learning and the lack of preparedness of systems to support teachers, and caregivers in the successful and safe use of technology for learning.
Why Child Labour Cannot be Forgotten During COVID-19
In discussions of the pandemic to date, child labour (i.e. forms of work that are harmful to children) has played only a marginal role. Yet, as we describe in this blog, child labour will be an important coping mechanism for poor households experiencing COVID-related shocks.
Can broadcast media foster equitable learning amid the COVID-19 pandemic?
This post is the second in a series of articles focused on helping children continue to learn at home during the COVID-19 global pandemic, emphasizing the need for multiple remote learning platforms to meet the needs of all students.
Remote Learning Amid a Global Pandemic: Insights from MICS6
While some countries are now moving to reopen schools, nearly 1.3 billion children are still out of school and dependent on remote learning, due to nationwide shutdowns. As national educational systems strive to meet this challenge, Multiple Indicator Cluster Survey (MICS) data offer some important insights into how we can ensure every child has an equal opportunity to learn remotely.
Ethical collection of data from children during the COVID-19 pandemic
Our need to understand, quantify, forecast, track and unpack the COVID-19 pandemic fuels an insatiable need for data. We need to ensure that this quickly doesn’t overshadow the basic principle of “do no harm.” We need to do so with a critical lens on our belief that we will do good through the data collection.
Caring in the time of COVID-19: Gender, unpaid care work and social protection
The rapid spread of COVID-19 has highlighted the critical role of care work, particularly in times of crisis. While this could offer an opportunity for gender roles to shift within the home, emerging evidence suggests that care roles continue to be assumed disproportionately by women during this pandemic.
How involved are parents in their children’s learning? MICS6 data reveal critical insights
With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased.
Five ways governments are responding to violence against women and children during COVID-19
While the world may have been caught off guard by the size and ramifications of the COVID-19 crisis, it should be prepared to respond to the increased risks to the wellbeing and safety of children and women. Violence against children and violence against women are widespread globally and intrinsically linked, sharing common risk factors and similar adverse and severe consequences. The literature within pandemics may be limited, but we have enough evidence to say unequivocally that related factors—such as confinement, social isolation, increased levels of financial stress, and weak institutional responses—can increase or intensify levels of violence.
Fast access to cash provides urgent relief to those hardest hit by COVID—19
COVID—19 is wreaking health and economic turmoil worldwide. These impacts are all the more pronounced in low-income or crisis-affected countries, where the economic crisis caused by the pandemic may hit harder than the virus itself. This is the case for Jordan which, in addition to 15.7% of its population living below the poverty line, hosts 650,000 registered refugees who fled the conflict in neighbouring Syria.Since 2017, UNICEF Jordan has been supporting vulnerable households with monthly direct cash payments (known as ‘Hajati’). This cash is ‘no strings attached’ but recipients are encouraged to use it to support children’s schooling. Forthcoming UNICEF Innocenti research reveals how Hajati positively impacts children’s lives.
Children on the move in East Africa: Research insights to mitigate COVID-19
Migration is a core coping strategy for many children and young people across the globe, whether on their own or with their families. But it can also make children and young people vulnerable to further harm and deprivation in the absence of adequate and reliable services and social and economic support.
Educating the hardest to reach: Lessons from non-formal education in Nepal
A total of 835,401 children and adolescents were out of school in Nepal in 2017, equivalent to 11.3 per cent of the primary and secondary school aged population (UNESCO – UIS, 2020). This rate varies across the country and population, as barriers related to poverty, social exclusion linked to caste and ethnicity, disability, social norms and gender biases, migration, child labor, mother tongue, and geographical location disproportionately keep children out of school (Nepal Ministry of Education School Sector Development Plan, 2016).