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Children and COVID-19 Research Library

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

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Virtual kindergarten readiness programming for preschool-aged children: feasibility, social validity, and preliminary impacts

AUTHOR(S)
Rebecca Dore; Laura Justice; Abigail K. Mills (et al.)

Published: April 2021   Journal: Early Education and Development
The global COVID-19 pandemic prevented the implementation of in-person summer learning programs designed to improve school readiness for entering kindergartners. Thus, we conducted the current study examining the feasibility, social validity, and preliminary impacts of a virtual summer learning program. Ninety-one preschoolers and their caregivers participated in a 4-week program involving one weekly teacher-caregiver meeting, two weekly Watch Together home learning activities, two weekly Play Together home learning activities, one or two weekly Read Together home learning activities, and one or two weekly teacher-child video chat lessons. Recruitment and participation indicated high levels of interest.
The challenges made me stronger: what contributes to young people's resilience in Ethiopia?

AUTHOR(S)
Gina Crivello; Agazi Tiumelissan; Karin Heissler

Institution: Young Lives
Published: April 2021
This working paper explores the meanings and experiences of resilience, and its gender dimensions, among a cohort of Ethiopian children exposed to poverty and adversity across the early life course. It asks why some girls and some boys seem to fare well as they transition to adulthood, despite the challenges and obstacles they had faced, while others do less well. The data comprise repeat life history interviews (from ages 12 to 24) and survey questionnaires over a 20-year period (to age 25). Qualitative analysis (n=64) revealed how children’s lives did not follow linear paths, and were easily derailed by unplanned events and shocks, including: (a) climatic shocks; (b) societal influences; (c) school transitions and relations; (d) household changes; and (e) child health and social development. Gender mediated children’s experiences of risk and their individual and family coping mechanisms.
Guidelines to strengthen the right to education in national frameworks
Institution: UNESCO
Published: April 2021

These timely Guidelines were developed precisely with the aim to assist countries and stakeholders to conduct assessments of their national education legal and policy frameworks. The first edition was published in 2014. Today, more than being just a revision, the new Guidelines have been entirely re-designed and re-written to reflect the new context, trends and challenges. They build on the new knowledge we produced, capitalize on the work carried out in countries, and use improved methodological tools.

Shaping the COVID decade: addressing the long-term societal impacts of COVID-19
Institution: British Academy
Published: March 2021

In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. This study aimed to deliver an integrated view across these areas to start understanding the long-term impacts and how to address them. This evidence review concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate.

Prosocial skills development in children and social value creation during COVID‐19

AUTHOR(S)
Ahmad Arslan; Lauri Haapanen; Shlomo Tarba

Published: March 2021   Journal: Strategic Change
Development of prosocial skills in children in their middle childhood and the role of computer games is analyzed in our case study based on an entrepreneurial venture (School of Gaming, Oulu). This venture was launched almost at the same time as the COVID-19 pandemic hit the globe. It has operated successfully during COVID-19, not only in Finland but also has expanded to Indonesia in this limited time period. It created social value by offering the children a possibility to be with their friends during the lockdown as well as develop skills like empathy, sharing, and trust. The case study further revealed that affordable pricing, the use of professional gaming instructors and adaptation played an important role in organizational success during this tough time period.
Exploring the need for a responsive school curriculum to cope with the Covid-19 pandemic in Pakistan

AUTHOR(S)
Rani Gul; Gulab Khilji

Published: March 2021   Journal: Prospects
The article investigates the response of the Pakistani curriculum to the Covid19 outbreak. It also looks into the development of a curriculum that addresses the specifcities of students’ situations, while reminding them of global connectedness. The article is based on semi-structured interviews with 10 curriculum experts, 20 principals, and 35 teachers, as well as content analysis of the 2018 National Curriculum Framework of Pakistan.
Transitioning a home-based, motivational interviewing intervention among families to remote delivery during the COVID-19 pandemic: key lessons learned

AUTHOR(S)
Lisa Tang; Rebecca Lewis; Julia Broad (et al.)

Published: February 2021   Journal: Patient Education and Counseling
This study examined the experiences, learnings, and strategies of Health Educators (HE) as they transitioned from a home-based model for motivational interviewing (MI) to remote delivery during COVID-19. The overall goal of this paper is to identify key lessons learned to help inform future delivery of remote MI delivery.
How the COVID-19 pandemic is reshaping the education service

AUTHOR(S)
Byeongwoo Kang

Published: February 2021
This chapter focuses on the impact of the COVID-19 pandemic on the education service, which is typically classified as a service industry in industrial classifications. Digital transformation in the education sector has attracted significant attention recently. The distance education is becoming a new normal in the education service. However, the education community in general is not ready to maximize the merits of distance learning. We need to change the role of instructors from a knowledge teacher to a learning motivator and progress manager. In addition, we need more investment in ICT infrastructure in the education service to enhance educational effects.
Financing the recovery from COVID-19: building education back better

AUTHOR(S)
Bob Muchabaiwa; Matthew Cummins; Abhiyan Jung Rana

Institution: UNICEF ESARO - Eastern and Southern Africa Regional Office
Published: December 2020
This working paper discusses the impacts of COVID-19 on public spending on education services in the Eastern and Southern Africa (ESA) region.In addition to projecting likely spending trends in 2020 and 2021, it offers insights on how education budgets can be safeguarded amidst competing priorities and in the face of fiscal austerity.
Survey of COVID-19 impact on national education planning units
Institution: UNESCO - Institute of Statistics
Published: October 2020

As  the  COVID-19  pandemic  spreads,  most  governments  around  the  world  have  temporarily  closed  educational  institutions in an attempt to contain the spread of the disease. These nationwide closures are not only impacting hundreds  of  millions  of  students,  they  are also  affecting  the  capacity  of  national education planning units  to monitor education outcomes. During these trying times, when countries need data more urgently than ever before to plan and monitor emergency response efforts and prepare for medium- and long-term mitigation and recovery strategies, statistical operations and other office activities are being seriously disrupted or interrupted.  The UNESCO Institute for Statistics (UIS) has therefore launched and conducted a survey of COVID-19 pandemic impacts on national education planning units. The questionnaire is designed for statistical planning units in charge of national education statistics. The survey is available in four languages (English, French, Spanish, and Russian) and can be submitted by email or through the online survey platform. Therefore, the greatest degree of survey participation, integrity, and confidence in the quality of the data are ensured.

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Averting an education catastrophe for the world's children
Institution: Save Our Future
Published: October 2020 UNICEF Publication
Launched at the Global Education Meeting hosted by UNESCO, the Save Our Future campaign – a movement of the biggest education multilaterals in partnership with over 600 civil society organizations, research organizations, foundations, media, youth, and influencers – put forward an evidence-based roadmap with concrete recommendations for governments to reimagine education systems post-COVID-19.  The white paper recommends that governments and the international community commit to: • Protecting education budgets and targeting budgets to those left furthest behind, • Fully financing education as a key part of the COVID recovery, • Improving coordination and use of evidence to ensure education funding achieves maximum impact. 

Save Our Future is led by a core hub of the Association for the Development of Education in Africa, the Asian Development Bank, BRAC, Education Above All, Education Cannot Wait, the Education Commission, the Education Outcomes Fund, the Global Partnership for Education, Save the Children, UNESCO, UNHCR, UNICEF, the World Bank, and the World Food Programme in partnership with over 600 organizations and youth.
COVID-19 and the global education emergency: planning systems for recovery and resilience

AUTHOR(S)
Prachi Srivastava; Alejandra Cardini; Iván Matovich (et al.)

Published: September 2020
COVID-19 has caused the largest education disruption in history and exposed the scale to which education systems were unprepared for crises. Country-wide school closures were a near-universal policy response deemed necessary in the first phase. However, they have serious negative effects and deepen inequities. The G20 countries face dual challenges. They must respond domestically and, some, as OECD DAC donors. This brief recommends crisis-sensitive educational planning with a strong equity focus to ensure education continuity, predicated on comprehensive health measures. It suggests actions for the G20 countries and donors to rebuild and support resilient education systems, moving from first response to recovery.
The effect of Covid-19 on education in Africa and its implications for the use of technology
Published: September 2020
This report, and the survey findings behind it, provides a unique insight into the perspectives of EdTech experts regarding the impact of the Covid-19 pandemic on education in Africa. It is based on the findings of a survey of the eLearning Africa network, which attracted approximately 1650 responses from respondents in 52 countries in Africa.
Global education monitoring report, 2020, Latin America and the Caribbean: inclusion and education: all means all
Institution: UNESCO - Global Education Monitoring Report Team, SUMMA
Published: September 2020
This report drives home where change is most needed. If diversity and identity are inbuilt areas of study in most countries’ curricula, the report shows that not all groups are represented and the challenge of teaching children in their home language has yet to be effectively addressed. Practically all countries in the region collect data on ethnicity to guide policy decisions, but many still do not carry out household surveys to get granular data on disadvantage. The region has the highest share of teachers already trained on inclusion, but many are still trying to address inequality and cope with migratory impact without the pedagogies required. A particular case is made for tackling school segregation based on socio-economic and ethnic divides.
Provision of speech-language pathology services for the treatment of speech and language disorders in children during the COVID-19 pandemic: Problems, concerns, and solutions

AUTHOR(S)
Seyed Abolfazl Tohidast; Banafshe Mansuri; Rasool Bagheri (et al.)

Published: September 2020   Journal: International Journal of Pediatric Otorhinolaryngology

This study describes the quality of providing Speech-Language Pathology (SLP) services during the COVID-19 pandemic and the negative effects of the disease on the provision of SLP services. In addition, it makes an attempt to explain concerns and problems raised by the families, the importance of providing SLP services during the critical period of speech and language development, telepractice services, the roles of speech-language-hearing related scientific associations, and the roles of SLPs during the outbreak of COVID-19.



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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.