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Sepali Guruge; Paula Lamaj; Charlotte Lee
Sui-Qing Chen; Shu-Dan Chen; Xing-Kai Li (et al.)
Alperen Bıkmazer; Muhammed Tayyib Kadak; Vahdet Görmez (et al.)
Moïra Mikolajczak; Isabelle Roskam
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