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S. Amin; I. M.I. Hossain; S. Ainul (et al.)
Poor learning remains a central challenge in Bangladesh despite considerable progress in advancing schooling access and reducing gender gaps in education. The learning crisis is feared to have been exacerbated during extended school closures and limited alternative opportunities for schooling during the COVID-19 pandemic. This brief summarizes findings on learning loss among adolescent girls during the pandemic in rural Bangladesh.
Riley H. Shurack; Jeanette M. Garcia; Keith Brazendale (et al.)
This brief summarizes the key findings of the assessment of the availability of data that could contribute to an understanding of the gendered impacts of COVID-19 and would be the basis for gender-responsive, evidencebased policy making in Uzbekistan. The assessment was conducted in December 2020 with the support of the UN Women Europe and Central Asia Regional Office in partnership with UNDP Uzbekistan. The focus of the assessment was on data and statistics compiled and disseminated by the State Committee of the Republic of Uzbekistan on Statistics (SSC) and on recent assessments and studies related to the impact of COVID-19 that have been conducted by different United Nations (UN) organizations and development partners.
Kalpana Vincent; Viviane Bianco; Sarah Fuller (et al.)
The return to face-to-face learning helps children return to a sense of normality, although different normality as prevention and control measures have likely altered school and classroom routines. It is important that schools should have a risk-mitigation strategy in place. Countries should ensure these strategies carefully balance the likely benefits for, and harms to, younger and older age groups of children when making decisions about implementing infection prevention and control measures. Any measure needs to be balanced with the even worse alternative of schools being closed and Any measure introduced by schools should follow standard protocols for implementation. This publication shares more detailed considerations for health and educational authorities on the public health and social measures to reopen schools as safely as possible.
A snapshot survey carried out by Save the Children in 6 countries where schools have reopened, suggests that 18 months into the COVID-19 pandemic, significant numbers of the most vulnerable children are still out of school. This is not because of fear of the virus, but a result of child labour, child marriage, financial hardship, relocation and other consequences of the pandemic - and girls are particularly at risk. These briefs summarise the “out-of-school” context in these 6 countries – Afghanistan, Ethiopia, Malawi, Nigeria, Somalia, and Uganda.
Sarah Sabin Khan; Sarah Amena Khan
Yuan He; Robin Ortiz; Rachel Kishton (et al.)
Sarah Dababnah; Irang Kim; Yao Wang (et al.)
As of August 12, Iraq had registered 1.74 million cases of COVID-19 and 19,402 deaths from COVID-19. As of August 6, the country had administered 2.1 million doses of COVID-19 vaccine. Just over 1% of Iraq’s population is fully vaccinated. As vaccination efforts continue, it is critical to increase people’s confidence in vaccines to ensure they are willing to take the vaccines as they become available. Giving people the information they need to feel safe taking vaccines in a format that is useful for them is key to successfully combatting COVID in Iraq. CARE Iraq conducted a study with 3,770 people (2,067 men and 1,703 women) in Ninewa and Duhok in mid-July 2021. The data specifically looks at the needs of marginalized people, and covers refugee, internally displaced people (IDPs), returnee, and host communities in several districts in each governorate.
Carmen Leon-Himmelstine; Esther Kyungu (et al.)
This brief country study draws out key findings on the impact of Covid-19 on the mental health
of adolescents between the ages of 11 and 19, in project locations in Tanzania. The
overall research aims are to discern broader drivers of mental ill-health and the preventative
factors that can protect mental well-being of adolescents. The project also seeks to capture wider
attitudes towards accessing mental health support, rather than charting the impacts on well-being
of a particular crisis.
While Covid-19 was not the focus of this project, given that data collection started
during the onset of the pandemic,
in-country researchers were able to incorporate some
questions into the qualitative component of the mixed method baseline study, exploring the
effects Covid-19 was having on the mental health of adolescents. This project continues to adapt
to the new context and will seek to understand the impact of the pandemic where feasible
Fiona Samuels; Ha Ho; Van Vu (et al.)
Marco Valenza; Cirenia Chávez; Annika Rigole; Andrea Clemons; Alvaro Fortin; Erica Mattellone
Malagasy adolescents face severe challenges in accessing and completing basic education. Among those students who complete the primary cycle, one in four does not transition into lower secondary school. Economic constraints among vulnerable households coupled with low-quality education result in widespread dropout and poor learning outcomes.
Acknowledging these multidimensional barriers, UNICEF Madagascar leveraged funds from the Let us Learn (LUL) programme to implement a two-pronged strategy to support Malagasy children in accessing and continuing lower secondary school. The Catch-up Classes provide out-of-school adolescents with a learning pathway to build the foundational literacy and numeracy skills they need to resume studying in formal school. Conditional cash transfers target families with children who are at risk of abandoning school after completing the primary cycle.
This brief builds on programme monitoring data, impact evaluations and qualitative insights from the field to highlight lessons learnt and actionable recommendations for accessing and continuing vulnerable children’s secondary education.
Alexis Revet; Johannes Hebebrand; Dimitris Anagnostopoulo (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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