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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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16 - 30 of 49
When schools shut: gendered impacts of COVID-19 school closures
Institution: UNESCO
Published: December 2021

School closures to mitigate the spread of COVID-19 have caused unprecedented disruption for nearly 1.6 billion learners across the globe. Beyond alarming effects on learning loss and school dropout, they pose an immediate and long-term threat to gender equality, with gender-specific effects on health, well-being and protection. This publication exposes these impacts and calls for effective strategies to ensure education continuity, promote gender equality and improve lives and futures. Through a review of published research, a global survey of actions taken by organizations in favour of gender equality in education, and in-depth data collection in five countries, UNESCO and its partners underline the challenges faced by children and young people to continue learning, and to return to school safely. When schools shut also showcases the efforts made by governments and the international community to mitigate harm and safeguard progress towards gender equality in and through education.

The state of the global education crisis: a path to recovery
Institution: *UNICEF, UNESCO
Published: December 2021

The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children’s learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. The State of the Global Education Crisis: A Path to Recovery charts a path out of the global education crisis and towards building more effective, equitable and resilient education systems.

COVID-19 learning losses: rebuilding quality learning for all in the Middle East and North Africa

AUTHOR(S)
Harriet Nannyonjo; Joao Pedro Wagner De Azevedo; Maryam Akmal (et al.)

Institution: The World Bank, *UNICEF, UNESCO
Published: November 2021
Since the beginning of the pandemic, efforts have been made to monitor both school closures (and re-opening) and the measures put in place to ensure continuity of learning. These include the Survey of Ministries of Education on National Responses to COVID-19, jointly supported by UNESCO, UNICEF and the World Bank. However, to date, no systematic evidence has been available on how students’ learning is being affected by the disruptions caused by the pandemic or on the impact of education response measures initiated by governments. This report contributes to filling this evidence gap and includes a series of simulations of potential learning losses due to COVID-19 and exploration of their longer-term implications. The analysis is based on the Enabling learning for all framework, which outlines access, engagement and enabling environment as the three crucial enablers for learning, while the simulation assumptions are informed by the evidence on school closures and governments’ education-related responses, collected through the joint survey.
Acting for recovery, resilience and reimagining education: the Global Education Coalition in action
Institution: UNESCO
Published: November 2021

As the pandemic amplified inequalities in education, the need to leverage the potential of rapid technological change and digital connectivity in support of the Sustainable Development Goals (SDGs) became evident. Technology can introduce agile ways of delivering education services, but to leave no one behind and efficiently use resources, it is critical to engage partners as success can only be achieved when governments, the private sector, civil society and other stakeholders work towards a common goal. The Global Education Coalition (GEC), with 200 partners operating in 112 countries, is deploying cross-country missions and conducting large-scale data collection and advocacy. The Coalition is a community committed to responding to the COVID-19 crisis, building resilience, and reimagining education to leave no one behind, in line with SDG 4.

Cite this research | No. of pages: 107 | Language: English | Topics: Education | Tags: child education, COVID-19 response, educational policy, lockdown, social distance | Publisher: UNESCO
Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia
Institution: *UNICEF, UNESCO
Published: October 2021

This regional situation analysis provides a snapshot of the educational responses and effects of COVID-19 across Asia and has been undertaken as part of the broader analysis initiated by UNICEF and UNESCO to assess the progress of countries in the region towards the targets of Sustainable Development Goal (SDG) 4.  This regional report is based on the findings of three sub-regional reports (East Asia, Southeast Asia and South Asia) and 14 case studies, which in turn are based on a comprehensive desk-review of qualitative and quantitative evidence, complemented by key informant interviews with relevant education officials, local authorities and teachers.  

Situation analysis on the effects of and responses to COVID-19 on the education sector in South Asia
Institution: *UNICEF, UNESCO
Published: October 2021
This sub-regional situational analysis provides a snapshot of the educational responses and effects of COVID-19 across South Asia based on a comprehensive desk-review of qualitative and quantitative evidence, complemented by key informant interviews with relevant education officials, local authorities and teachers across the eight countries in the sub-region (Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka).
COVID-19 education situation analysis in East Asia
Institution: *UNICEF, UNESCO
Published: October 2021

This sub-regional situational analysis provides a snapshot of the educational responses and effects of COVID-19 across East Asia based on a comprehensive desk-review of qualitative and quantitative evidence, complemented by key informant interviews with relevant education officials, local authorities and teachers across three countries in the sub-region (China, Japan and Republic of Korea).

Uneven global education stimulus risks widening learning disparities
Institution: UNESCO
Published: October 2021
Due  to  the  COVID-19  Pandemic,  governments  around  the world  risk  losing  years  of  progress  towards  the  Sustainable Development Goal on education (SDG4) in the 2030 Education Agenda if they do not invest sufficiently in education systems during the crisis response and recovery. Education is not only a human right, but also a strategy for ongoing economic revival and  sustainable  development.  Efforts  to  sustain  or  increase economic investment in education should be smart, strong, and leave no one behind, providing targeted stimulus to vulnerable populations at higher risk of dropping out. UNESCO believes that  the  post-pandemic  economic  recovery  is  dependent  on short- and long-term investment in flexible, resilient education systems that can respond quickly and efficiently.
COVID-19 education situation analysis in Southeast Asia
Institution: *UNICEF, UNESCO
Published: August 2021

This sub-regional situational analysis provides a snapshot of the educational responses and effects of COVID-19 across East Asia based on a comprehensive desk-review of qualitative and quantitative evidence, complemented by key informant interviews with relevant education officials, local authorities and teachers across three countries in the sub-region (Indonesia, Lao PDR and Viet Nam).

Education and Covid-19: recovering from the shock created by the pandemic and building back better

AUTHOR(S)
Fernando M. Reimers

Institution: UNESCO, International Academy of Education
Published: August 2021

This booklet draws on research-based knowledge generated during the Covid-19 crisis and on previous research on germane topics, to suggest a framework that supports the development of contextually relevant educational strategies to teach during and after the pandemic. The booklet is addressed to education administrators at the school and system level. It was written with the acknowledgment that the pandemic is still ongoing in much of the world, and that interruptions to education in many parts of the world are likely to continue through 2022, and perhaps beyond.  The booklet focuses entirely on education. It does not address health or other policy responses to the pandemic—although obviously the pandemic is, at the root, a public health crisis that has triggered many economic, social, and educational consequences. An appropriate government response should be coherent and multisectoral, so that there is good coordination among various sectoral components of the response.

Supporting, teaching and empowering parents: a teacher's manual on psychosocial interventions for elementary school-aged students and parents during disasters and emergency situations

AUTHOR(S)
Mee Young Choi ; Remegio Alquitran; Maria Soriano-Lemen (et al.)

Institution: UNESCO
Published: July 2021

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.

The impact of COVID-19 on early childhood education in the Asia-Pacific and Sub-Saharan Africa: insights from the results of rapid regional personnel survey

AUTHOR(S)
Yoshie Kaga; Kyungah Bang

Institution: UNESCO
Published: July 2021

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.

What’s next? Lessons on education recovery: findings from a survey of ministries of education amid the COVID-19 pandemic
Institution: UNESCO, *UNICEF, The World Bank
Published: June 2021

This report presents findings from the Survey of National Education Responses to COVID- 19, jointly conducted by UNESCO, UNICEF, the World Bank and OECD, and administered by the UNESCO Institute of Statistics and OECD. Three rounds of questionnaires have thus far been administered.1 This report focuses on responses to the survey’s more recent third round. All numbers presented and discussed in this report refer to the share of countries that responded to each relevant question in the survey. The number of countries that provided valid responses to the question are noted in each figure. Where relevant, countries that responded with ‘Don’t know’ or ‘Not applicable’, or countries with no response to any of the options or for a level of education, are excluded from the analysis. Caution is advised in generalizing the results represented in some figures as the countries that responded to this question cover less than 50 per cent of the total four- to 17-year-old population. These instances are noted under the respective figures. Detailed information on the country and student coverage of each figure, including by income group, is available in Annexes 1-3. In each country, the survey questionnaire was completed by the Ministry of Education officials responsible for education planning at the central or decentralized levels. The survey instrument was designed to capture de jure policy responses and perceptions from government officials on their effectiveness, providing a systematic understanding of deployed policies, practices and intentions to date.

Recovering lost learning: what can be done quickly and at scale?
Institution: UNESCO
Published: June 2021

Students around the world have lost substantial instructional time owing to abrupt school closures since theoutbreak of the COVID-19 pandemic. According to UNESCO monitoring, in 2020, school buildings werecompletely closed for an average of 15 weeks (4  months) worldwide (UNESCO, 2021a). Counting partialclosures, schools were shut on average for 26 weeks (6.5 months) worldwide, equivalent to almost two-thirds of a typical school year. In response, education systems have deployed remote and hybrid learning modalities to ensure continuity of learning. These efforts have yielded mixed results, with varying degrees of improvement and reduction in inequalities in student learning depending on the modalities and implementation methods of the different education programmes. As a result, almost all students needsome catch-up learning, compelling education systems to deploy and scale up targeted interventions quicklyto help pupils bridge their learning gaps and improve learning.This paper draws key messages to help policy and practice to mitigate the disruptive effects of the COVID-19 crisis on student learning. It addresses the growing concerns of both policy and decision-makers aboutstudents’ disengagement from – or loss of – learning owing to the pandemic, as   reflected in low levels of achievement at   checkpoints compared to expected learning levels, reduced rates of completion and/orgrowing disparities in learners' achievement. If policy-makers do not react quickly by providing additionaland relevant support to address students’ learning needs, especially those from marginalized groups,millions of children and youth may not return to the classroom, and may eventually drop out of school.

 

COVID-19 and inclusive open and distance learning solutions: A rapid assessment of the development and implementation of inclusive open and distance learning solutions for students with disabilities served by inclusive, special schools and resource c
Institution: UNESCO
Published: June 2021

This report highlights a very important topic for the world and for society: inclusive education as a significant issue in the context of the global Education 2030 Agenda and special education to safeguard the rights and interests of per-sons with disabilities share a common focus on the equal access to education for students with disabilities among disadvantaged groups. UNESCO has been advocating for the global com-munity to work together to find ways to remove barriers to learning for persons with disabilities and to provide them with appropriate conditions for equal access to education. Evidence–based data received during interviews with over 50 educators in Rwanda and Mauritius provided the opportunity to identify gaps, les-sons learned, and good practices in the target countries, and helped to articulate the policy recommendations to encourage innovative and pervasive use of ICT and ODL solutions for the education of students with disabilities.

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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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COVID-19 & Children: Rapid Research Response

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.