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AUTHOR(S) Dita Nugroho; Hsiao-Chen Lin; Ivelina Borisova; Ana Nieto; Maniza Ntekim
The first years of a child’s life are critical to building the foundations of learning that help them succeed in school and beyond. Investment in early childhood education results in positive returns, not only for individual children, but also for building more efficient and effective education systems. Recent analysis estimated that every US dollar spent on pre-primary education results in US$9 of benefits to society.
This brief summarizes the key findings and observations from a report on the remote learning options – be it online, television, radio, paper- or mobile-based – that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. The report was informed by the joint UNESCO-UNICEF-World Bank survey of national education responses to COVID-19 and emerging good practices from 10 country case studies.
AUTHOR(S) Johanna Caldwell; Ashleigh Delaye; Tonino Esposito (et al.)
AUTHOR(S) Sydney Campbell; Carlo Cicero Oneto; Manav Preet Singh Saini (et al.)
AUTHOR(S) Marilyn Fleer
AUTHOR(S) Kelsey M. Graber; Elizabeth M. Byrne; Emily J. Goodacre (et al.)
AUTHOR(S) Sophie Yates; Helen Dickinson; Catherine Smith
Individualized funding schemes are designed to offer people with disability greater choice and control over the services they receive. This research reports on a survey of over 700 families to explore how Australia's National Disability Insurance Scheme (NDIS) supported children and young people and their families to learn remotely during COVID‐19. NDIS funding to support education during the first COVID‐19 lockdown period forms an important case study of the flexibility of individualized funding schemes.
AUTHOR(S) Alison Andrew; Sarah Cattan; Monica Costa Dias
AUTHOR(S) Christine A. Limbers
Amid the COVID‐19 pandemic, there is a need to understand caregiver preferences for their children's instructional format for the start of the 2020 to 2021 academic year. The purpose of the current study was to assess caregiver preferences for on‐campus versus virtual learning at home during the fall and factors associated with these preferences. Participants were caregivers of 4436 children and adolescents who were enrolled in pre‐kindergarten through high school at a large, public school district in Texas. Caregivers were asked to complete an anonymous, online survey about their initial preferences for their student's back to the school learning environment.
AUTHOR(S) Danilo Buonsenso; Cristina De Rose; Paolo Mariotti
AUTHOR(S) Cristina dos Santos Cardoso De Sá; André Pombo; Carlos Luz (et al.)
AUTHOR(S) Joline E. Brandenburg; Lainie K. Holman; Susan D. Apkon (et al.)
AUTHOR(S) Rammohan Khanapurkar; Shalini Bhorkar; Ketan Dandare (et al.)
AUTHOR(S) Afzal Sayed Munna; M. Sadeque Imam Shaikh
AUTHOR(S) Kwok Ng; Jemima Cooper; Fiona McHale
AUTHOR(S) Despina Karamperidou; Nikoletta Theodorou; Thomas Dreesen; Mathieu Brossard; Akito Kamei; Javier Santiago Ortiz Correa
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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