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Lee Crawfurd; David K. Evans; Susannah Hares (et al.)
Karen Walker; Janet Green; Julia Petty (et al.)
Mee Young Choi ; Remegio Alquitran; Maria Soriano-Lemen (et al.)
In response to the COVID-19 pandemic, the Department of Education implemented the Basic Education Learning Continuity Plan, directing schools to switch to online and distance learning modes. The start of School Year 2020-21 was moved to August from June. By September 2020, however, only 23,987,944 basic education students enrolled in public and private schools for SY 2020-21, representing 86.3% of the national enrolment figures from SY 2019-2020. This new normal in education underscores the important role of parents to make sure that the educational goals for their children are met during these challenging times. Enhancing the resilience of children allows them to develop normally despite adverse conditions brought about by disaster experiences. This Manual was developed as a resource for teachers to train parents and caregivers of elementary school-aged children and build their capacity to provide psychosocial support to their children during and in the aftermath of disaster experiences. The Manual consists of a framework to guide teachers, learning packs on the different modules covered in the program, and 8 modules detailing step-by-step conduct of the training sessions.
While there has been a global rush to generate rapid evidence on COVID-19 mental health impacts among adults, limited evidence exists on the potential impacts on children. This is the protocol for our rapid review that seeks to (i) understand the immediate impact of COVID-19’s first wave on the mental health of children and adolescents (0–19 years); and (ii) apply lessons learned from this pandemic to mitigate the impacts of future health crises.
While there has been a global rush to generate rapid evidence on COVID-19 mental health impacts among adults, limited evidence exists on the potential impacts on children.
This is the protocol for our rapid review that seeks to (i) understand the immediate impact of COVID-19’s first wave on the mental health of children and adolescents (0–19 years); and (ii) apply lessons learned from this pandemic to mitigate the impacts of future health crises.
The key research questions of this review are:
Rebecca Holmes; Abigail Hunt
The impacts of the Covid-19 crisis have exacerbated gender inequalities. The rapid onset of the crisis in early 2020 severely disrupted livelihoods, and these impacts were strongly mediated by existing gender inequalities in the labour market, gendered roles and responsibilities around care work, and also household composition, with women shouldering disproportionate burden of the crisis. This paper examines the extent to which social protection responses to the crisis have recognised and addressed the gendered impacts of the crisis. Drawing on case studies from South Africa and Kerala, India, the paper looks at the design and implementation features of the social protection response from a gender perspective, and offers policy recommendations for strengthening gender in social protection and crisis response in the future.
The research was guided by the following objectives: outline the main contributions of institutions in facilitating integration of information and communication technology (ICT) in SEN education during the pandemic crisis; examine the relevance, efficiency, and effectiveness of technological innovations employed in SEN education; analyse the major barriers impeding the implementation of ODL solutions in SEN education; determine the promising innovative technological practices and whether they are potentially sustainable and replicable in a post-COVID environment; propose policy recommendations to promote and encourage innovative and pervasive use of ODL solutions for learners with disabilities as a post-COVID recovery plan.
Vashkar Bhattacharjee; Shahriar Mohammad Shiblee
This study sheds light on Bangladesh’s initiatives in the area of disability-inclusive education. The particu-lar focus is on the role of its Accessible Reading Materials (ARM) initiative and how this has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic in Bangladesh. ARM is a government-led initiative that was launched in 2014 by the then Access to Information (a2i) programme of the Prime Minister’s Office, now the Aspire to Innovate Programme of the Information and Communica-tion Technology (ICT) Division of the Government of Bangladesh. It was launched in recognition of the need for solutions to ensure virtual, as well as regular reading access for all students, including children and young people with barriers to reading. ARM is aimed at satisfying the educational needs of all students including students with print and learning disabilities.
Gina Crivello; Agazi Tiumelissan; Karin Heissler
Selim Gulesci; Manuela Puente Beccar; Diego Ubfal
Debapriya Bhattacharya; Sarah Sabin Khan; Towfiqul Islam Khan
Roshni Chakraborty; Fiona Samuels
Tashmina Rahman; Uttam Sharma
Artur Borkowski; Javier Santiago Ortiz Correa; Donald A. P. Bundy; Carmen Burbano; Chika Hayashi; Edward Lloyd-Evans; Jutta Neitzel; Nicolas Reuge
In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries.
The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during Covid-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.
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.
Read the latest quarterly digest on children and youth mental health under COVID-19.
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COVID-19 & Children: Rapid Research Response