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The COVID-19 pandemic led to school closures around the world, affecting almost 1.6 billion students. The effects of even short disruptions in a child’s schooling on their learning and well-being have been shown to be acute and long lasting. The capacities of education systems to respond to the crisis by delivering remote learning and support to children and families have been diverse yet uneven.
This report reviews the emerging evidence on remote learning throughout the global school closures during the COVID-19 pandemic to help guide decision-makers to build more effective, sustainable, and resilient education systems for current and future crises.
Dita Nugroho; Youngkwang Jeon; Akito Kamei; Florencia Lopez Boo
This paper presents a new estimate that pre-primary school closures in 2020 may cost today’s young children US$1.6 trillion in lost earnings over their lifetimes. Children in middle-income countries will be most greatly affected. However, most low- and middle- income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from evaluations of accelerated, bridging and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.
Marco Valenza; Cirenia Chávez; Annika Rigole; Taniya Laizu Sumy; Mohammad Mohsin; Iqbal Hossain
in the Sylhet division, in the Northeast of Bangladesh, face complex challenges
in accessing quality education, at all school levels. The region ranks among
the poorest performers in learning attainment across education levels. UNICEF
Bangladesh and its partners have leveraged resources from the Let Us Learn
(LUL) initiative to deliver three alternative learning pathways for
out-of-school children and adolescents in remote areas of Sylhet. The three
pathways cover key transition points in a child’s education: Getting ready to
start school (Pre-Primary Education programme), learning foundational skills (Ability-Based Accelerated Learning
programme) and entering the job market (Alternative Learning Pathway
report presents evidence on the achievements of the three programmes,
highlighting key policy recommendations. The findings draw on analysis of
programme monitoring data, qualitative
case studies, focus group discussions and interviews. This paper is one of a
series of research reports presenting emerging evidence on programmes supported
by the LUL initiative, which aims to expand quality learning opportunities for
disadvantaged children in Afghanistan, Bangladesh,
Liberia, Madagascar and Nepal.
Janice Aurini; Scott Davies
This report focuses on the impacts of the pandemic on learning proficiency, specifically as measured by Sustainable Development Goal (SDG) Indicator 4.1.1. Over the last couple of decades, there has been a growing awareness of how crucial learning proficiency, especially that of younger children, is for human development. The evidence is clear that improvements in proficiency underpin future economic development, and the building of more cohesive and equal societies. The indicators on learning proficiency are among the most discussed indicators within the SDG framework.
Tashmina Rahman; Uttam Sharma
In Mongolia, following school closures and term break from February to September 2020 affecting more than 600,000 children, the Government put learning at the heart of reopening, dedicating the first month of the new school term to the assessment of learning and remedial lessons and activities. UNICEF supported the Ministry of Education and Science in the development and distribution of teacher guidance for remedial classes covering all core subjects from pre-primary to upper secondary.
Jiang Yucheng; Jiao Bohan; Wang Nanzhi (et al.)
José M. Ocaña; Elizabeth K. Morales-Urrutia; Diana Pérez Marín (et al.)
Maria Carolina Alban Conto; Spogmai Akseer; Thomas Dreesen; Akito Kamei; Suguru Mizunoya; Annika Rigole
While remote learning measures are essential for mitigating the short-term and long-term consequences of COVID-19 school closures, little is known about their impact on and effectiveness for learning.
This working paper contributes to filling this gap by: 1. Exploring how disrupted schooling may affect foundational learning skills, using data from MICS6 (Multiple Indicator Cluster Surveys - round 6) in 2017–2019; 2. Examining how countries are delivering and monitoring remote learning based on data from the UNESCO-UNICEF-World Bank’s National Education Responses to COVID-19 School Closures survey; and 3. Presenting promising key practices for the effective delivery and monitoring of remote learning.
Linda Darling-Hammond; Abby Schachner; Adam K. Edgerton (et al.)
Dita Nugroho; Chiara Pasquini; Nicolas Reuge; Diogo Amaro
Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate learning impacts of extended school closures, particularly for the most vulnerable children. In addition, it highlights emerging good practices.
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