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George Psacharopoulos; Victoria Collis; Harry Anthony Patrinos (et al.)
Chris Joynes; Emma Gibbs; Kate Sims (et al.)
The COVID-19 pandemic has led to an unprecedented situation whereby schooling has been disrupted for almost 1.6 billion children and youth as governments enforce total or partial closures of schools in efforts to contain the spread of the virus. Higher education institutions have also suspended classes. As of late April, UNESCO estimates that 91% of those enrolled in formal education programmes have been affected. The closure of schools, universities, technical and vocational training institutes has also affected refugee learners and students. In these challenging times, displaced and refugee students are at a particular disadvantage and there is a risk that progress in increased enrolment may be eroded. The suspension of school feeding programmes could affect the nutrition and health status of refugee children and youth. Lessons drawn from other pandemic responses that included extended school closures have shown that girls are less likely to return to school and are at greater risk of falling behind1. As many governments move to at-home learning modalities, many refugees are disadvantaged as they experience uneven access to distance education and online learning opportunities and hardware, and do not have access to support services such as language classes.
Stephanie M. Jones; Rebecca Bailey; Sonya Temko (et al.)
This paper assesses that it is time to de-school education, free the school from curricular constraints and empower it to be a laboratory of life that provides a prepared environment which is a Montessori concept meaning that the environment can be designed to facilitate maximum independent learning and exploration by the child and adolescent, therefore that skills and challenges converge, organizing experiences that lead to knowledge.
Aurora García Morey; Roxanne Castellanos Cabrera; Jagger Alvarez Cruz (et al.)
Protiva Kundu; Shivani Sonawane
Mathieu Brossard; Manuel Cardoso; Akito Kamei; Sakshi Mishra; Suguru Mizunoya; Nicolas Reuge
This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low- and middle-income countries cannot read and understand a simple text by the end of primary school age. In low-income countries, the learning crisis is even more acute, with the ‘learning poverty’ rate reaching 90 per cent. In the midst of the COVID-19 pandemic, 191 countries have implemented countrywide school closures, affecting 1.6 billion learners worldwide. In India alone, 320 million students from pre-primary to tertiary level are affected by school closures. In sub-Saharan Africa, 240 million are affected. With children currently not able to study in classrooms, the importance of learning at home is amplified and the task of supporting children’s learning has fallen on parents at a much larger rate. This is a significant burden, particularly for those who are also teleworking and those with limited schooling themselves.
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