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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.
In the last two years, the COVID-19 pandemic has wreaked havoc in Latin America and the Caribbean. The region has suffered a triple curse, as it faced the largest combined impact in health, economic and educational terms. The disproportionate impact of the pandemic on people´s lives, livelihoods, and human capital formation represents, without doubt, one of the worst crises in LAC’s history. As we seek to rebuild better and foster more inclusive and sustainable growth, the main concern, nonetheless, is not the heavy toll of the pandemic, but the future of an entire generation of children and young people who have endured this massive shock. This report is the first evidence-based assessment of this educational catastrophe in Latin America and the Caribbean. The report intends to systematically document the impact that COVID-19 has had on the region’s education sector two years after. The 24 months since the outbreak of the pandemic in March 2020 is described sequentially, focusing firstly on the features of the “triple curse”, and then on the direct impact on schooling, learning and skills development. The report also addresses significant cross-sectoral impacts, namely those related to digital and transferable skills.
Emela Achu Fenmachi; Rachel Ogene Awah Edah
Joenel D. Coros; Mishel P. Coros
The unprecedented arrival of the COVID-19 pandemic made the schools in the country adopt online mediums and platforms, so that learning may continue without causing potential harm to every student's health. Due to the non-availability of data on online distance learning readiness of senior high school students in Public Senior High School X, together with the dearth of literature that could guide school administrators and stakeholders in the school in crafting empirically established programs, projects, and innovation, the study was conducted. The study employed a descriptive-comparative and -correlational approach. It was participated by 346 senior high school students determined through multi-stage sampling. Their level of online distance learning readiness was assessed using a standardized instrument. Data were analyzed using mean, standard deviation, Mann-Whitney U test, and Spearman rho rank correlation.
Shaun M. Dougherty; Walter G. Ecton; Sade Bonilla (et al.)
Kerem Coskun; Cihan Kara
Bon Eric Arceo Besonia; Lyka Francisco Magnate
Jerome Marston; Marika Tsolakis
Attacks on education and military use of schools increased by one-third in 2020 compared to 2019, and remained at the same rate in 2021. Meanwhile, the number of people harmed in attacks and military use declined by half in 2020, compared to 2019, then doubled in 2021, returning to near pre-pandemic rates. In some countries, during initial public-health lockdowns in early 2020, GCPEA noted a reduction in attacks on education followed by a spike in attacks on schools or school teachers and students when educational facilities reopened in late 2020 or early 2021. Armed forces and non-state armed groups also took advantage of vacant schools, using them for military purposes during the pandemic in Afghanistan, Myanmar, Syria, and Sudan, amongst others. One explanation for the decline in the number of people harmed in 2020 may be that fewer students or staff were present in schools or universities when attacks occurred. Alternatively, with students and teachers out of schools due to the pandemic, armed groups and armed forces opposed to education no longer needed to violently prevent their attendance. As students and educators resumed in-person learning in 2021, the number of people harmed was similar to in years prior to the pandemic.
This brief was developed to support the dissemination of key messages in Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises. It provides an overview of evidence and gaps in girls’ and women’s access to distance education and recommends actions for gender-responsive planning and design of distance education policies and interventions.
Gökmen Arslan; Kelly-Ann Allen; Lea Waters
Yani Fitriyani; Aan Yuliyanto; Eli Hermawati (et al.)
Naiara Ozamiz-Etxbarria; Maitane Picaza; Eneritz Jiménez-Etxebarria (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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