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Children and COVID-19 Research Library

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

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271 - 285 of 970
Teachers' experiences of parents' involvement in Foundation Phase learning during COVID-19

AUTHOR(S)
Annemie Grobler

Published: June 2022   Journal: Perspectives in Education
This interpretive study documents experiences of teachers regarding the impact of parental participation on the learning process of Foundation Phase learners during the COVID-19 pandemic in 2020. The period investigated stretched from the “hard” lockdown in South Africa instituted on 26 March 2020, until the reopening of the physical classroom for Foundation Phase learners on 24 August 2020. A qualitative approach was taken to generate data from participants who taught Grade 1 classes during 2020, using a self-constructed questionnaire with openand closed-ended items. The study population was localised to the Mangaung municipal area in the Free State, South Africa. The theoretical framework of socio-constructivism informed the inquiry. The key elements in this learning theory are the learners, curriculum, teachers and society. During the mentioned period, learners were deprived of the two key inputs of teachers and society, leading to an intensified dependency on parental involvement as a source of guidance.
Impact of Covid-19 on student's education due to parents' unemployment

AUTHOR(S)
S. Rathikaa; C. S. Nivedha

Published: June 2022   Journal: AIP Conference Proceedings
This paper is about COVID – 19's impact on student's literacy due to their Parents’ unemployment. It describes the Unemployment rate in India, and describes the way people can manage to give educational impartment to their children. Since March of 1616, the Schools and Colleges have been closed as a precautionary measure to bridle the Corona virus. Because of that many schools and colleges have started the concept of E-Learning and it has become a part of the teaching. Though E-Learning is a good concept; multiple students in India can't afford it due to their poverty and lack of resources like Internet Connection and other electronic devices. The study's aim is to explore the concern of the parents’ during the lockdown and their perspective on the concept of E-learning or Online learning. This study adopted Qualitative research design. For data collection, structured questionnaire was used, responses were collected from the head of the family [either with father or mother]
Im/migrant children's education experiences and families' sacrifices in a global pandemic

AUTHOR(S)
Gabrielle Oliveira; Marisa Segel

Published: June 2022   Journal: AERA Open
Family separation policies’ impacts on children’s education and well-being are critical issues of our time. This paper argues through ethnographic study that although im/migrant parents believed in the promise of a better life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown in structures of care once they were in the United States. Thus, the experience of remote schooling during 2020 was a difficult task for parents and children who were already dealing with the trauma of detention or separation at the border. Ultimately, we argue that to understand the educational experiences of im/migrant parents and children in the United States, we must consider a multiple disruptions framework. The findings in this article reveal the layered consequences that broader immigration policy has on the everyday educational lives of im/migrant children and their parents.
Can high school students check the veracity of information about COVID-19? A case study on critical media literacy in Brazilian ESL classes

AUTHOR(S)
Karin Paola Meyrer; Dorotea Frank Kersch

Published: June 2022   Journal: Journal of Media Literacy Education
In a globalized world, critical media literacy is imperative when selecting the content we consume amid countless offers. Therefore, the purpose of this case study is to analyze which resources 3rd year high school students (16-17 years old) from an English as a Second Language class in Brazil use in the construction of authorial journalistic articles demystifying fake news about COVID-19 and if the interventions conducted previous to the task were helpful in their process of developing critical media literacy. To this end, firstly students analyzed news about COVID-19 from international websites; secondly, they discussed aspects of a video that circulated widely in WhatsApp chat groups; and, finally, they produced journalistic articles demystifying popular fake news about COVID-19 in Brazil.
Adolescents' reading habits during COVID-19 protracted lockdown: to what extent do they still contribute to the perpetuation of cultural reproduction?

AUTHOR(S)
Maria Chalari; Marios Vryonides

Published: June 2022   Journal: International Journal of Educational Research

This paper focuses on adolescents’ reading habits during the protracted lockdown (March 2020 - May 2021) due to COVID-19. Drawing on evidence from an online survey, several focus groups and semi-structured interviews with adolescents in Greece and Cyprus during the COVID-19 pandemic, this paper explores the extent to which reading books is still highly valued in adolescents’ lives and the degree to which this activity is related to adolescents’ advantageous familial and socio-economic background. Moreover, the paper examines whether reading should still be considered an activity that contributes to cultural reproduction in the digital era. This paper contributes to the examination of the often invisible mechanisms that originate from the family and produce socially stratified school underachievement that sustains social inequalities in contemporary Greek and Cypriot societies.

Data disaggregation for inclusive quality education in emergencies: the COVID-19 experience in Ghana

AUTHOR(S)
Sayibu Abdul Badi

Published: June 2022   Journal: The Journal on Education in Emergencies
The process of data analysis provides, undoubtedly, some of the major challenges facing organizations during the implementation of interventions in emergencies. The challenges are primarily due to the lack of direct access to beneficiaries and the rapidly evolving nature of emergencies. This paper outlines how Plan International’s Making Ghanaian Girls Great! (MGCubed) project used phone-based surveys to assess the uptake of a Ghana Learning TV (GLTV) programme implemented in partnership with the government. Due to the emergency context and the need for real-time information to guide the implementation of this intervention, there was little time to undertake a major statistical analysis of survey data. This paper discusses how the MGCubed project adopted a simple data disaggregation method using a logic tree technique to gain valuable insights from the survey data. The method allowed for exploring the insights of the data set in real-time without requiring more complex and time-consuming analysis.
Girls’ and boys’ voices on the gendered experience of learning during COVID-19 in countries affected by displacement

AUTHOR(S)
Nicole Dulieu; Silvia Arlini; Mya Gordon

Published: June 2022   Journal: The Journal on Education in Emergencies
This paper presents research on girls’ and boys’ gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. It applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. It complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls’ and boys’ perceptions of their learning and their voiced concerns during the COVID-19-related school closures.
Barriers to refugee adolescents’ educational access during COVID-19: exploring the roles of gender, displacement, and social inequalities

AUTHOR(S)
Nicola Jones; Kate Pincock; Silvia Guglielmi (et al.)

Published: June 2022   Journal: The Journal on Education in Emergencies
As of 2021, more than 80 million people worldwide have been displaced by war, violence, and poverty. An estimated 30 to 34 million of these are under age 18, and many are at risk of interrupting their education permanently—a situation aggravated in recent years by the global COVID-19 pandemic. This article adopts an intersectional conceptual framework to explore the roles gender and other social inequalities have played in shaping adolescents’ access to education during the COVID-19 pandemic. It examines two refugee populations: the Rohingya, who have been excluded from formal education opportunities in Bangladesh, and Syrian refugees in Jordan, who have access to formal education in their host country. It provides novel empirical data, as well as insights into the adolescent refugee experience and the short-term consequences for education resulting from the pandemic. The article draws from quantitative survey data on 3,030 adolescents, and from in-depth qualitative interviews conducted in the spring of 2020 with a subset of 91 adolescents who are part of an ongoing longitudinal study. A 40 key informant interviews with community leaders and service providers was also conducted.
Youth as researchers: exploring the impact of COVID-19 on youth; global policy brief
Institution: UNESCO
Published: June 2022

The Youth As Researchers (YAR) initiative is a youth development programme, designed to ensure, support,  and  advance  youth  voices.  It  provides  training  and  mentoring  that  supports  youth  to  design  and  conduct  social  research,  with  a  view  to  informing  policy-making,  programme  design  and future research.The  initiative  was  first  conceived  by  the  UNESCO  Chair  on  Children,  Youth  and  Civic  Engagement  (Ireland), as a model to engage vulnerable youth in re-designing their own futures. It is premised on the  belief  that  no-one  knows  better  than  young  people  themselves  about  their  problems,  and  the  solutions that will work for them. It gained traction in the current context, as UNESCO’s Member States are looking for innovative ways to address the challenges youth are facing. In engaging with the Social and Human Science Sector, and with UNESCO’s field offices, the youth-led research agenda delivered a strong message on the need to underpin policy decisions with scientific facts, and to ensure civil society is consulted on the issues at hand.

National distance learning programmes in response to the COVID-19 education disruption: case study of the Kingdom of Saudi Arabia
Institution: UNESCO
Published: June 2022

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.

Learning recovery and addressing the learning crisis in the Asia Pacific: policy brief
Institution: UNESCO, *UNICEF
Published: June 2022

The COVID-19 pandemic has disrupted education for approximately 1.2 billion students across the Asia-Pacific, and forced the closure of many schools, precipitating a transition towards remote learning, albeit with uneven access and quality, and threatening to deepen the ‘learning crisis’ that already existed, particularly for the most vulnerable learners. As education systems in the Asia-Pacific seek to recover the learning loss due to the pandemic and address the broader learning crisis, it is incumbent on governments to identify appropriate recovery strategies in the short term. Also, governments need to support education system transformation so that all learners reach minimum proficiency in numeracy and literacy and acquire competencies needed to fulfil their potential –personal, social and economic. Learning recovery strategies will differ across the region, not the least because schools were fully or partially closed1for different lengths of time -for example, India (82 weeks), Indonesia (77 weeks), and Bangladesh (73 weeks). Other countries saw shorter closures, such as: Vanuatu (4 weeks), Papua New Guinea (6 weeks), and the Solomon Islands (7 weeks).

Training and supporting teachers in adapting to the post-pandemic era in the Asia Pacific: policy brief
Institution: UNESCO, *UNICEF
Published: June 2022

Teachers are the most important actors in improving students’ learning outcomes and thus in addressing a learning crisis in the region. Moreover, the unprecedented and extensive school closures caused by the COVID-19 pandemic have affected about 43 million teachers in school education in the Asia-Pacific region. These teachers were at risk of losing their jobs due to budget cuts, they had to address the new challenge of teaching remotely, as well as worrying about their own and their families’ health and well-being. Throughout the school closures, teachers continued to teach under extremely fluid and trying conditions: increased workloads, having to use new and unfamiliar technologies without adequate training, experiencing a lack of materials for online instruction, high levels of physical and mental stress, and insufficient support.

 

Experimental evidence on learning using low-tech when school is out
Institution: Inter-Agency Network for Education in Emergencies
Published: June 2022
School closures occurred extensively during the COVID-19 pandemic, and occur in other settings, such as teacher strikes and natural disasters. The cost of school closures has proven to be substantial, particularly for households of lower socioeconomic status, but little evidence exists on how to mitigate these learning losses. This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions— SMS messages and phone calls—with parents to support their child in Botswana. The combined treatment improves learning by 0.12 standard deviations, which translates to 0.89 standard deviations of learning per US$100, ranking among the most cost-effective interventions to improve learning. This study developed remote assessment innovations, which show robust learning outcomes. Its findings have immediate policy relevance and long-run implications for the role of technology and parents to support education provision during school disruptions.
Education in emergencies financing in the wake of COVID-19: time to reinvest to meet growing needs
Institution: Inter-Agency Network for Education in Emergencies
Published: June 2022
This study provides a detailed assessment of the state of EiE funding, including the impact of the COVID-19 pandemic. It reviews financial data from a range of EiE funding modalities, including humanitarian assistance and development cooperation. In addition to presenting the key funding trends since 2016, it pinpoints the critical factors that influence EiE funding over time, with a view to identify what actions are required to address the noted gaps.
The impact of COVID-19 school closures on child protection and education inequalities in three humanitarian contexts

On 11 March 2020, the World Health Organization (WHO) declared COVID-19 a global pandemic. In response, governments around the world took the unprecedented step of closing all schools as a way to curb the spread of the COVID-19 virus. The United Nations Educational, Scientific and Cultural Organization (UNESCO) estimates that school closures impacted almost 1.6 billion learners across 169 countries. Most children in this study experienced school closures, or partial or temporary re-openings, well into 2022. Education systems had very unequal capacities to respond to school closures with remote learning and support to children and families. The most common format remote learning took was online learning (91 per cent), yet 1.3 billion of the 1.6 billion students out of school had no internet connection at home—let alone a device to learn on—and internet literacy was extremely low among students, teachers, and parents.10 Moreover, the majority of the estimated 300 million learners with online access were in high- or middle-income countries. Children in humanitarian settings were among the least likely to be able to access digital education. This digital divide exacerbated education inequalities everywhere. In low-income and humanitarian settings, school closures also amplified the pre-existing learning and school access crisis and cut children off from the protective services schools often provide.

271 - 285 of 970

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.