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AUTHOR(S) Sabine Zinn; Michael Bayer (et al.)
AUTHOR(S) Katerina Lukavská; Václav Burda; Jirí Lukavský (et al.)
AUTHOR(S) Marlen Martínez-Domínguez; Isael Fierros-González
AUTHOR(S) Joel Mullan; Emma Broadbent; Bassem Nasir (et al.)
Technology is playing a growing role to provide education, training and employment, including in humanitarian and migration responses. By driving a shift to online work and training on an unprecedented scale, albeit not universally, the COVID-19 pandemic has significantly accelerated the use of digital technologies in programmes that support school-to-work transition, including solutions focused on youth who are FDPs, in host communities, or are otherwise vulnerable. This report, funded in part by the Ministry of Foreign Affairs of the Netherlands’ PROSPECTS partnership, provides an overview of how digital technologies are being used to support youth’s transition from school to work, ‘learning to earning’, in displaced and host communities. Based on a rapid analysis of emerging approaches and lessons in this burgeoning space, the report’s purpose is to inspire concerted attention and action to ensure effectiveness and scale of such digital enablers.
AUTHOR(S) TB Pritish Baskaran; Pankaja Raghav; Naveen K. H. (et al.)
Consultation #CaminitodelaEscuela of the Mexico City Human Rights Commission is a second exercise of participation aimed at knowing the opinion of children and adolescents in the context of the SARS-CoV-2 virus pandemic. Specifically, this consultation is aimed at knowing your opinion on the return to school in person. #CaminitodelaEscuela consisted, on the one hand, of a brief questionnaire to know if the girls, boys and adolescents want to return to face-to-face classes, as well as which they consider it to be the main fear related to it. The questionnaire was disseminated online
AUTHOR(S) Claire Lee; Lucy Wenham
AUTHOR(S) Elizabeth A. Steed; Ngoc Phan; Nancy Leech (et al.)
AUTHOR(S) Vivek Suneja; Shabani Bagai
AUTHOR(S) Jindong Liu; Biying Wu; Jiayu Qu
AUTHOR(S) Zehui Zhan; Yuanmin Li; Xinyue Yuan (et al.)
AUTHOR(S) Faisl M. Alqraini; Khalid N. Alasim
On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. This prompted many countries, including Saudi Arabia, to suspend students’ attendance at schools and to start distance education. This sudden shift in the educational system has affected students’ learning, particularly for d/Deaf and hard-of-hearing (d/Dhh) students, who have unique language and communication needs. This study explores the challenges and support methods for d/Dhh students during their distance education in Saudi Arabia.
AUTHOR(S) Frederick Andrés Mendoza-Lozano; Jose Wilmar Quintero-Peña; Jose Felix García-Rodríguez
AUTHOR(S) Abdulrahman Essa Al Lily; Ahmed Ali Alhazmi; Fathi Mohammed Abunasser (et al.)
AUTHOR(S) Elisa Oppermann; Franziska Cohen; Katrin Wolf (et al.)
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