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Children and COVID-19 Research Library

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

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271 - 285 of 875
A comparative assessment of secondary school students' satisfaction with ICT studies: Implications for managing secondary school education for global competitiveness in post COVID-19 era

AUTHOR(S)
M. E. Asuquo; K. V. Emeribe; E. G. Anam (et al.)

Published: May 2022   Journal: Global Journal of Educational Research
Technological advancement has ushered Computer studies which is also regarded as Information and Communication Technology (ICT) instruction into educational curriculum. The aim of ICT studies in secondary school system is to equip every student with the prerequisite skills and competence to function effectively in the contemporary society that is characterized by emerging technologies. Therefore, the main objective of this research was to assess students’ satisfaction with ICT instruction in secondary schools in Calabar Metropolis, Cross River State, Nigeria. Three research hypotheses were formulated to give direction to the study. The study sample was 5245 students drawn from the population of Senior Secondary (SS) 2 and Senior Secondary (SS) 3 classes across public and private schools in 2019/2020 academic session. A survey research design was adopted for the study. The instrument for data collection was a questionnaire entitled "Secondary School Students' Satisfaction with Computer Studies Questionnaire (SSSSCSQ)". The data collected were analyzed using population t-test and independent t-test.
The public library's role in youth learning: remediation and acceleration during COVID

AUTHOR(S)
Elizabeth McChesney

Published: May 2022   Journal: Journal of Library Administration
This article summarizes key research findings about academic learning loss during the COVID-19 pandemic and how public libraries can help youth with learning remediation and acceleration. Given the educational crisis, it is urgent that public library services and programs create more equitable practices for all children, particularly children of color. Finally, the article highlights specific practices instituted by several library systems that address COVID-related learning loss and are aligned to two areas of national priority: summer learning and out-of-school time.
Transforming education in Africa through innovation: the Global Education Coalition leading in action
Institution: UNESCO, Global Education Coalition
Published: May 2022

The COVID-19 pandemic illuminated the vulnerabilities of our education systems, worsening existing inequalities and digital divides even as it highlighted the essential value of accessible, inclusive and quality education. Learning communities, expected to make rapid, sweeping changes, were caught unprepared, causing learning losses that will reverberate for years to come. This was particularly true for many countries in Africa, where further infrastructural development, training, domestic resources and funding were – and are – needed to mitigate the effects of pandemic-related education disruptions that exacerbated the pre-COVID-19 learning crisis. Unprecedented change has followed, involving new collaborations and innovations that engaged the regional community at every level, from policy-makers to school leaders, teachers and learners, through original examples of ingenuity and transformation.

High-stakes exams and assessments during the COVID-19 crisis: what is the status at the end of the 2020-2021 school year?

AUTHOR(S)
Huong Le Thu; Schwabe Markus

Institution: UNESCO
Published: May 2022

The analyses made and findings presented in this paper are based on the data collected through  a rapid assessment carried out in July/August 2021 by UNESCO staff  (Section of Education Policy, Education Sector)  from various sources including information available online (articles, papers, blogs, websites of countries’ Ministries of Education), media reports, national and international organizations’ databases and reports (e.g. the UNESCO-UNICEF-World Bank-OECD Survey of National Education Responses to COVID-19 (2021) and the UK ENIC Special ReportonCOVID-19 -Guide to International Secondary Assessment in 2020.

Reopen, recover and resilience in education: guidelines for ASEAN countries
Institution: *UNICEF, Association of Southeast Asian Nations
Published: May 2022
These guidelines are intended to help Member States of the Association of Southeast Asian Nations (ASEAN) to reopen schools and keep them open for safe in-person education. This is an urgent priority to maintain the learning process for children and adolescents, ensure their right to an education and recover learning losses. The guidelines also aim to strengthen the resilience of education systems and the cross-sectoral work that should bind them. The guidelines have three objectives: (i) offer medium- to long-term strategies to cope with future shocks and disruptions by strengthening the resilience of the education systems in ASEAN; (ii) respond to the urgent needs of ASEAN Member States for immediate strategies to ensure safe school reopening and operations, learning recovery and continuity from pre-primary to secondary education; and (iii) propose performance indicators to monitor and evaluate the progress of these strategies and their results.
Online physically active academic lessons in COVID-19 times: a pilot study

AUTHOR(S)
Vagner Beserra; MiguelNussbaumbMónicaNavarrete Nussbaum; Mónica Navarrete (et al.)

Published: May 2022   Journal: Teaching and Teacher Education
Schools play an important role in promoting physical activity among students. This paper studies the perception of educators, students, and parents about the use of online physically active academic lessons during COVID-19 in the north of Chile. Starting the first week of November 2020, and for a period of five weeks, 323 students, alongside 11 educators, practiced a geometry-based dance routine online. The qualitative analysis results reveal a positive perception of the experience and an increase in physical activity without reducing the amount of time spent on academic activities. There were also improvements in learning, social relationships, and enjoyment.
Children's rights in the perspective of primary school teachers in the period COVID-19 epidemic

AUTHOR(S)
Behiye Dagdeviren Ertas; Onur Batmaz; Ahmet Kilic

Published: May 2022   Journal: Participatory Educational Research
With the announcement of an epidemic by the World Health Organization in 2020, countries have been restricted in many areas such as economy, health, education, and social life. With this restriction process, it is possible to say that children experience difficulties accessing many salient services, especially education, health, and care services. Therefore, during the COVID-19 epidemic, children can be told that they are deprived of rights based on their protection and development. In this process, the research aims to examine the opinions of primary school teachers, individuals with whom students spend the most time through distance education after their families, on children's rights. Participants of this research, adopting one of the qualitative research methods i.e., phenomenology, consist of 19 primary school teachers working in Yozgat, Turkey, determined by purposeful sampling methods. In the research, data were collected through a semi-structured interview form. The data obtained were analyzed using the descriptive analysis technique.
Satisfaction, assessment and adaptation to a virtual environment of the University mentoring programme GuíaMe-AC-UMA for gifted high school students

AUTHOR(S)
Serafina Castro-Zamudio; Enrique Viguera; Antonio Cortés-Ramos (et al.)

Published: May 2022   Journal: Sustainability
The purpose of this study is to analyse the satisfaction levels of participants (mentees, mentors, and technical-research team) of a university mentoring programme. The GuíaMe-AC-UMA is aimed at gifted high school students. Due to the COVID-19 pandemic, the IX edition was carried out in an online format. The results were compared to those of the in-person edition (VII edition) to assess whether there were differences between the editions. For this purpose, three versions (one for each participant type) of a Likert-type questionnaire were distributed among the participants of the 22 workshops offered by the GuíaMe-AC-UMA Programme. A total of 224 responses were received: 21 from the mentors, 181 from the mentees and 22 from the technical-research team.
Prior home learning environment is associated with adaptation to homeschooling during COVID lockdown.

AUTHOR(S)
Cléa Girard; Jérôme Prado

Published: May 2022   Journal: Heliyon
The COVID-19 crisis in 2020 led to exceptional measures to contain the spread of the virus. In France as in many countries around the world, the government ordered a lockdown with school closure for several weeks. A growing number of studies suggest that family socio-economic status might be an important predictor of how families adapted to homeschooling during lockdown. However, socio-economic status is a distal factor that does not necessarily inform on the specific characteristics of the home learning environment that may more directly influence parental adaptation to homeschooling during lockdown. Here we aimed to examine how parental adaptation to homeschooling during lockdown was influenced by prior parental attitudes and expectations towards academic learning, as well as prior familiarity with literacy and numeracy activities at home. The present study involves 52 families who participated in a study about the home learning environment in 2018. At that time, parents completed an extensive questionnaire assessing their beliefs and attitudes towards academic learning and the frequency of literacy and numeracy activities are home. At the end of the first 2020 French lockdown, the same parents were asked to complete a questionnaire, this time assessing homeschooling conditions during lockdown as well as parental confidence towards academic domains.
Rapid retooling and adaptation of EIE data processes and programming: Pashe Achhi Model in early childhood education in emergencies in the Rohingya camps of Bangladesh

In March 2020, after the coronavirus cases in Bangladesh were confirmed, both Humanitarian Play Labs (HPL) and mainstream Play Labs temporarily stopped their face-to-face operations according to the government mandate. The pandemic endangered people’s physical health and highly impacted their socio-economic and mental health conditions. Hence, BRAC explored alternative approaches and designed a telecommunication model, Pashe Achhi, to support all the direct beneficiaries during the pandemic. The objective of the intervention was to be connected with the beneficiaries and promote children’s wellbeing and development through play-based learning, positive parenting, and self-care practices of caregivers. Since caregivers are the core agent for children’s learning and development during the pandemic, the model provides psychosocial support and learning support to them. To facilitate the calls, the model trained facilitators on ECD, learning through play, playfulness, and mental health. Pashe Achhi is a telecommunication model consisting of tele-counseling and tele-learning components. After receiving the training, the Play Leaders started to call the families every week to conduct a 20 minutes phone session (10 minutes with the mother and 10 minutes with the child) based on the scripts delivered. In the first 10 minutes, Play Leaders give mothers and caregivers basic psychosocial support, tips on engaging with children and discuss health and hygiene issues.

Mind the gap 2: seeking safe and sustainable solutions for girls’ education in crises
Institution: Inter-Agency Network for Education in Emergencies
Published: May 2022

This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. This report monitors progress since the first Mind the Gap report and highlights the following thematic areas: distance education and the digital divide, school-related gender-based violence, and girls’ education during climate crisis.  The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises. The report draws from data on 44 crisis-affected countries, from recent research, and from a set of case studies of interventions in a range of crisis-affected contexts.

Re-imagining the future of education management information systems: ways forward to transform education data systems to support inclusive, quality learning for all
Institution: UNESCO
Published: May 2022

Several factors are contributing to the ongoing evolution of Education Management Information Systems (EMIS). These include increasing digitization of education sector management and education delivery, the accompanying generation of large volumes of data, including about the learning process itself,and the availability of technologies for their analysis (big data analytics), as well as real-time. The pandemic-induced shift to distance learning and the post-pandemic new normal of hybrid learning modalities accelerated the influence of these factors on EMIS systems. In light of thesechanges, it is important to re-formulate the expectation that a modern EMIS should not only serve as a tool for national statistical reporting but rather as a tool to support digitized administrative management at all levels through the provision of timely and actionable information services, and that, furthermore, it should not only support administrative management but also directly  support learning management, including within hybrid and blended learning modalities. This paper, and the discussions during the second International EMIS Conference, stressed that to implement a modern EMIS, it will be important for policy makers to create the necessary (i) legal, policy and institutional frameworks, specifying key EMIS and data governance processes and providing sustained funding commitments to support a multi-year process, (ii) invest in upgrading and sustaining the technological infrastructure, and to (iii) heavily invest in human capacity building.The paper also explores the potential contributions that frontier technologies such as Artificial Intelligence and Blockchain can make to future EMISs and discusses the role of a community of practice as well as guiding principles for the further evolution of EMISs.

 

An analysis of COVID-19 student learning loss

AUTHOR(S)
Harry Patrinos; Anthony Vegas; Emiliana Carter-Rau (et al.)

Institution: The World Bank
Published: May 2022
COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss.
School is closed: simulating the long-term impact of the COVID-19 pandemic–related school disruptions in Kuwait

AUTHOR(S)
Simon Bilo; Mohamed Ihsan Ajwad; Ebtesam AlAnsari (et al.)

Institution: The World Bank
Published: May 2022

The schooling disruption caused by COVID-19 in Kuwait is among the longest in the world. Using the similarities between the schooling disruptions due to the Gulf War and the schooling disruption due to the COVID-19 pandemic, this note shows that students in school during the COVID-19 pandemic face significant reductions in the present value of their lifetime income. Furthermore, the findings show that students in higher grades during the pandemic are likely to face larger reductions in lifetime earnings than students in lower grades. Kuwaiti females in secondary school who will become civil service workers face a reduction of close to $40,000. The corresponding reduction for males is more than $70,000.

Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal

AUTHOR(S)
Marco Valenza; Thomas Dreesen

Institution: *UNICEF
Published: May 2022

Learning remains largely out of reach for many of the most vulnerable children around the world. In low- and middle-income countries, an estimated 56% of children cannot read a simple text by the age of 10. This share is projected to rise to 70% after the pandemic. The school closures imposed by the COVID-19 outbreak, coupled with an enduring tendency in low-income countries to allocate a limited share of the national education budget to the most vulnerable, are further widening inequalities in the global learning crisis landscape. The Let Us Learn (LUL) initiative implements innovative education programmes to improve learning for the most vulnerable children in five countries with high levels of out-of-school children: Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. This report documents the outcomes, lessons learned and recommendations based on the experience of the initiative across four types of learning programmes spanning the education lifecycle: (1) pre-primary education; (2) accelerated learning pathways; (3) programmes to reduce barriers to access and stay in formal school; and (4) vocational training.

271 - 285 of 875

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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Check our quarterly thematic digests on children and COVID-19

Each quarterly thematic digest features the latest evidence drawn from the Children and COVID-19 Research Library on a particular topic of interest.
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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.