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Ha Thi Hong Nguyen; Mrike Aliu; Kimberly Ann Ashburn (et al.)
S. Ooko; A. Okoth; F. Njeru (et al.)
Adolescents (aged between 10 and 19 years) go through significant physical, physiological, and psychosocial changes from childhood to adulthood during this period. There are indications that during the COVID-19 pandemic, adolescents experienced a myriad of challenges as reported by various forms of media. These challenges included teenage pregnancies/ motherhood and early marriages amongst girls, drug and substance abuse, and other social deviancies that came with devastating consequences, notably a surge in school dropout, which shuttered their dreams for a better future. During the outreach activities by the African Women in Science and Engineering (AWSE), MMUST chapter, a gap for research in the realm of Sexual and Reproductive Health of adolescents was established, necessitating this study. The objective guided the study: To establish how prior Knowledge on Sexual and Reproductive Health (ASRH) shaped their behavior in the wake of the COVID-19 Pandemic. The study adopted a Mixed Methods Research (MMR) approach, drawing on the strengths of both quantitative and qualitative paradigms, with a sample of 340 adolescents.
The aim of this case study is to present information on national or government-led distance learning programmes in response to the disruption caused by the COVID-19 pandemic. It is hoped that this will enable reflection on the policy responses and their effectiveness in minimizing disruption and learning loss, enabling the continuity and quality of learning, and maintaining inclusion and equity.This case study of Finland is based on research that was conducted by the Ministry of Education and Culture and its stakeholders during the pandemic and other information available in public domain. Extensive links to source documents have been provided throughout the text, and these are mostly in the Finnish language.
Loise Gichuhi; Jane Kalista
The COVID-19 pandemic has caused unprec-edented disruption to social, economic, and cultural life worldwide. In Kenya, when schools and universities closed in March 2020, nearly 18 million Kenyan learners were affected, putting at stake not only the considerable economic, social, and political gains experienced by the country over the past decade, but also the significant commit-ment the Government has made to providing inclusive, quality education. This analysis aims to provide policy recom-mendations to strengthen the leadership of ministries of education (MoEs) and collabo-ration with partners to continue to provide quality education in crisis situations. It seeks to shed light on this central question: What facilitates government leadership in crisis and risk management in education and how can humanitarian and development actors more effectively support the Ministry of Education in Kenya to lead effective educa-tion service delivery during crises?
Yoshie Kaga; Kyungah Bang
Declared a global pandemic on 11 March 2020 by the World Health Organization (WHO), COVID-19 has had far-reaching impacts on every facet of life around the world, exacerbating pre-existing inequalities and negatively impacting on vulnerable and disadvantaged populations the most. Learning continuity has been disrupted by school closures, generating an unprecedented situation worldwide. According to UNESCO Institute for Statistics (UIS) data collated in July 2020, over 18.6 million children in pre-primary education in forty-eight Sub-Saharan African countries and 4.4 million pre-primary teachers – eighty-five per cent of whom were women – in twenty-four countries in the Asia-Pacific region were affected by school or centre closures. Recognizing the possible severe and detrimental impact that COVID-19 might have on ECE personnel and their practices, UNESCO Bangkok and Dakar teamed up with several partners to undertake regional surveys in the Asia-Pacific and Sub-Saharan Africa from April to July 2020. Based on the regional surveys, this report features eight key findings and three key messages to better understand ECE personnel’s needs and to identify possible responses to support them.
Ian D. Wolfe; Angira Patel; Larry K. Kociolek (et al.)
Pamela Stratton; Elena Gorodetsky; Janine Clayton
The COVID-19 pandemic and call for social justice is occurring when the United States, unlike its peer countries, has already experienced a steady 20-year rise in maternal morbidity and mortality with pregnant women today facing a 50 percent higher risk of mortality than their mothers. Most vulnerable are women of color, black and American Indian/Alaska Native women, who have experienced longstanding disparities in access to and quality of healthcare and may begin pregnancy with hypertension, diabetes, and obesity, complications known to be more common in women enduring segregation. Initially, the race-related health disparities and resultant disproportionately higher rates of COVID-19 cases and mortality in indigenous communities and black, latins, or other communities of color were mistakenly considered innate racial differences. More recently, these higher rates have been attributed to underlying social, structural, and environmental determinants of health including resource inequities, inadequate housing, and occupational and environmental hazards that result in greater exposure to and less protection from COVID-19.
Ilan Katz; Carmit Katz; Sabine Andresen (et al.)
COVID-19 has become a worldwide pandemic impacting child protection services (CPSs) in many countries. With quarantine and social distancing restrictions, school closures, and recreational venues suspended or providing reduced access, the social safety net for violence prevention has been disrupted significantly. Impacts include the concerns of underreporting and increased risk of child abuse and neglect, as well as challenges in operating CPSs and keeping their workforce safe. The current discussion paper explored the impact of COVID-19 on child maltreatment reports and CPS responses by comparing countries using available population data.
This report focuses on the impacts of the pandemic on learning proficiency, specifically as measured by Sustainable Development Goal (SDG) Indicator 4.1.1. Over the last couple of decades, there has been a growing awareness of how crucial learning proficiency, especially that of younger children, is for human development. The evidence is clear that improvements in proficiency underpin future economic development, and the building of more cohesive and equal societies. The indicators on learning proficiency are among the most discussed indicators within the SDG framework.
Mariya Stoilova; Sonia Livingstone; Rana Khazbak
Children’s lives are increasingly mediated by digital technologies. Yet, when it comes to understanding the long-term effects of internet use and online experiences on their well-being, mental health or resilience, the best we can do is make an educated guess. Our need for this knowledge has become even more acute as internet use rises during COVID-19. This report explores what has been learned from the latest research about children’s experiences and outcomes relating to the internet and digital technologies. It aims to inform policy-makers, educators, child-protection specialists, industry and parents on the best evidence, and it proposes a future research agenda.
Esther Via; Xavier Estrada-Prat; Jordina Tor (et al.)
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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